Análisis del proceso de colaboración entre estudiantes de diferente estilo cognitivo en entornos virtuales de aprendizaje.

dc.contributorHederich Martínez, Christian
dc.creatorGarcía Chitiva, María del Pilar
dc.date.accessioned2021-06-22T22:07:54Z
dc.date.available2021-06-22T22:07:54Z
dc.date.created2021-06-22T22:07:54Z
dc.date.issued2021
dc.identifierhttp://hdl.handle.net/20.500.12209/13321
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractEl estudio que se documenta en esta tesis doctoral presenta el análisis del aprendizaje colaborativo entre estudiantes que fueron agrupados por su similitud y diferencia de estilo cognitivo en la dimensión Independencia- Dependencia de Campo en un entorno virtual de aprendizaje. La colaboración se analizó bajo dos supuestos teóricos, el Sistema de memoria transactiva TMS para analizar la cognición distribuida y compartida de las parejas de aprendizaje y la Teoría de la Relevancia para comprender los tipos de comunicación empleada por los integrantes de las parejas colaborativas en los procesos de interacción. Se empleó un diseño no experimental, mixto, de medidas repetidas. Los principales hallazgos mostraron que el TMS que se genera entre los equipos de aprendizaje incide en el logro y que la naturaleza de la tarea determina los niveles de comunicación y tipos de mensaje que se intercambian en el proceso de aprender colaborativamente
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherDoctorado Interinstitucional en Educación
dc.publisherDoctorado en Educación
dc.relationAfacan, G., y Afacan, G. (2019). Detecting topics of chat discussions in a computer supported collaborative learning (CSCL) environment. Turkish Online Journal of Distance Education, 20(1), 96–114. https://doi.org/10.17718/tojde.522398
dc.relationAfacan, G. (2017). Achievement of joint perception in a computer supported collaborative learning environment: A case study. Turkish Online Journal of Distance Education, 18(4), 78–90. https://doi.org/10.17718/tojde.340387
dc.relationAguilar, S. y Barroso, J. (2015). La triangulación. Píxel-Bit. Revista de Medios y Educación, 47, 73–88. https://doi.org/Aguilar, S., y Barroso, J. (2015). La triangulación. Píxel-Bit. Revista de Medios y Educación, 47, 73–88.
dc.relationAl-Sharhan, S., Al-Hunaiyyan, A., Alhajri, R. y Al-Huwail, N. (2020). Utilization of Learning Management System (LMS) Among Instructors and Students. In Z. Zakaria y R. Ahmad (Eds.), Advances in Electronics Engineering Proceedings of the ICCEE 2019, Kuala Lumpur, Malaysia (Vol. 1, pp. 15–24). Springer Nature Singapore Pte Ltd. https://doi.org/10.1038/163893a0
dc.relationAlavi, M. y Tiwana, A. (2002). Knowledge integration in virtual teams: The potential role of KMS. Journal of the American Society for Information Science and Technology, 53(12), 1029–1037. https://doi.org/10.1002/asi.10107
dc.relationAngeli, C. y Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23–36. https://doi.org/10.1007/BF02504715
dc.relationArias-Velandia, N., Rodriguez-Granobles, H. y Castro-Martínez, J. (2017). 1o . Encuentro Nacional de Investigación en Educación Virtual y a Distancia. Avances En La Indentificación y Conceptualización de Variables y Factores Relacionados Con La Deserción En Educación Presencial y Virtual.
dc.relationAriff, M., Milton, S. K., Bosua, R., Sharma, R., Mohamed Ariff, M. I., Milton, S. K., Bosua, R., y Sharma, R. (2011). Exploring the role of ICT in the formation of transactive memory systems in virtual teams. PACIS 2011 - 15th Pacific Asia Conference on Information Systems: Quality Research in Pacific. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855834298ypartnerID=40ymd5=32e1abebd9c1ea6ec2e0143551f0d689
dc.relationAriff, M., Sharma, R. y Arshad, N. (2015). Exploring the role of Transactive Memory Systems in virtual teams: Review and synthesis of literature. 2015 International Symposium on Mathematical Sciences and Computing Research, (ISMSC) - Proceedings, 304–309. https://doi.org/10.1109/ISMSC.2015.7594070
dc.relationBahamón, J., Vianchá, M., Alarcón, L. y Bohórquez, C. (2013). Estilos y estrategias de aprendizaje relacionados con el logro académico en estudiantes universitarios. Pensamiento Psicológico, 11(1), 115–129. https://www.redalyc.org/articulo.oa?id=801/801270000051ysid=f33d3860-8970-42ea-bf21-8813f80ed10b%40sessionmgr4007
dc.relationBandura, A. (1977). Social learning theory (A. Bandura (Ed.); 1er ed.). Prentice Hall, Englewood Cliffs.
dc.relationBaran, M. (2016). Mixed methods research for improved scientific study. IGI Global.
dc.relationBarnier, A., Harris, C., Morris, T, y Savage, G. (2018). Collaborative facilitation in older couples: Successful joint remembering across memory tasks. Frontiers in Psychology, 9(DEC), 1–12. https://doi.org/10.3389/fpsyg.2018.02385
dc.relationBeerenwinkel, A. y Von Arx, M. (2017). Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland. Research in Science Education, 47(2), 237–255. https://doi.org/10.1007/s11165-015-9497-3
dc.relationBenoit, K., Watanabe, K., Wang, H., Nulty, P., Obeng, A., Müller, S. y Matsuo, A. (2018). quanteda: An R package for the quantitative analysis of textual data. Journal of Open Source Software, 3(30), 774. https://doi.org/10.21105/joss.00774
dc.relationBodemer, D. y Dehler, J. (2011). Group awareness in CSCL environments. Computers in Human Behavior, 27(3), 1043–1045. https://doi.org/10.1016/j.chb.2010.07.014
dc.relationBradford, B. y Peck, M. (1997). Achieving AECC Outcomes Through the Seven Principles for Good Practice in Undergraduate Education. Journal of Education for Business, 72(6), 364–368. https://doi.org/10.1080/08832323.1997.10116872
dc.relationBraithwaite, D., Schrodt, P. y Carr, K. (2015). Introduction. Meta-Theory and Theory in Inr¿terpersonal Communication Research. In D. Braithwaite y P. Schrodt (Eds.), Engaging theories in interpersonal communication. Multiple perspectives (pp. 18–42). SAGE Publications Inc.
dc.relationBrandon, D. P. y Hollingshead, A. B. (2004). Transactive Memory Systems in Organizations: Matching Tasks, Expertise, and People. Organization Science, 15(6), 644–644. https://doi.org/10.1287/orsc.
dc.relationBritez, M. (2020). La educación ante el avance del COVID-19 en Paraguay. La educación ante el avance del COVID-19 en Paraguay. Comparativo con países de la Triple Frontera. https://preprints.scielo.org/index.php/scielo/preprint/view/22
dc.relationBrown, A. (2014). Implementing Active Learning in an Online Teacher Education Course. American Journal of Distance Education, 28(3), 170–182. https://doi.org/10.1080/08923647.2014.924695
dc.relationBrown, K. y Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. En G. Wells y G. Claxton (Eds.), Learning for life in the 21st centrury : Sociocultural perspectives on the future of education. Blackwell publishers Ltd.
dc.relationCai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V. y Hiebert, J. (2018). Editorial: The role of replication studies in educational research. Journal for Research in Mathematics Education, 49(1), 2–8. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042107403ypartnerID=40ymd5=4801021745238006f2d5ffa89caac1a7
dc.relationCampbell, D. T. y Stanley, J. C. (1966). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu Ed.
dc.relationCastellanos-Ramírez, J. C., Niño-Carrasco, S. A. y Parra-Encinas, K. L. (2020). Discurso socioemocional y construcción compartida del conocimiento en tareas colaborativas en línea. Revista Electrónica Educare, 24(2), 1–21. https://doi.org/10.15359/ree.24-2.4
dc.relationCastellanos-Ramírez, J. y Niño, S. (2018). Aprendizaje colaborativo y fases de construcción compartida del conocimiento en entornos tecnológicos de comunicación asincróna. Innovación Educativa, 18(76), 69–88. http://www.scielo.org.mx/scielo.php?pid=S1665-26732018000100069yscript=sci_arttext
dc.relationCastellanos, J. C., Niño, S. A., Viloria, E. y Santillán, V. E. (2019). Aprendizaje colaborativo en línea; impacto del discurso socioemocional en los procesos cognitivos de los estudiantes. Revista Espacios, 40(23), 22. http://www.revistaespacios.com/a19v40n23/19402322.html
dc.relationChand, R., Kumar, A., Kumar, A., Tiwari, P., Rajnish, R. y Mishra, S. (2019). Advanced communication technologies for collaborative learning in telemedicine and tele-care. Proceedings of the 9th International Conference On Cloud Computing, Data Science and Engineering, Confluence 2019, 601–605. https://doi.org/10.1109/CONFLUENCE.2019.8776970
dc.relationChang, B., Chen, S. y Jhan, S.N. (2015). The influences of an interactive group-based videogame: Cognitive styles vs. prior ability. Computers and Education, 88, 399–407. https://doi.org/10.1016/j.compedu.2015.08.006
dc.relationChen, S. y Chang, L. P. (2014). The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 53(4), 458–471. https://doi.org/10.1080/14703297.2014.931242
dc.relationCherven, K. (2015). Mastering Gephi Network Visualization (1st ed.). Packt Publishing Ltd
dc.relationChickering, A. y Gamson, Z. (1987). Seven principles for good practice in undergraduate education. In AAHE bulletin (Vol. 3, Issue 7). https://files.eric.ed.gov/fulltext/ED282491.pdf
dc.relationCohen, E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
dc.relationColl, C. (2014). Constructivismo y educación: la concepción constructivista de la enseñanza y del aprendizaje. In C. Coll, J. Palacios, y Á. Marchesi (Eds.), Desarrollo psicológico y educación. 2. Psicología de la educación escolar (2nd ed., pp. 157–186). Alianza Editores, S.A. www.alianzaeditorial.es
dc.relationColl, C., De Gispert, I. y Rochera, M. (2010). Tópicos y cadenas: Una aproximación al análisis de la construcción conjunta de significados en foros de conversación en línea. Cultura y Educacion, 22(4), 439–454. https://doi.org/10.1174/113564010793351885
dc.relationCollazos, C., Guerrero, L., Pino, J., Renzi, S., Klobas, J., Ortega, M., Redondo, M. y Bravo, C. (2007). Evaluating collaborative learning processes using system-based measurement. Educational Technology and Society, 10(3), 257–274. https://doi.org/10.1126/science.1168450
dc.relationColomina, R., y Onrubia, J. (2014). Interacción educativa y aprendizaje escolar: la interacción entre alumnos. In C. Coll, J. Palacios, y A. Marchesi (Eds.), Desarrollo psicológico y educación. 2. Psicología de la educación escolar (pp. 415–435). Alianza Editores, S.A
dc.relationColomina, R., Onrubia, J y Rochera, M. J. (2014). Interactividad, mecanismos de influencia educativa y construcción de conocimiento en el aula. In C. Coll, J. Palacios, y A. Marchesi (Eds.), Desarrollo psicológico y educación. 2. Psicología de la educación escolar (pp. 437–458). Alianza Editores, S.A.
dc.relationCsizmadia, A., Standl, B. y Waite, J. (2019). Integrating the constructionist learning theory with computational thinking classroom activities. Informatics in Education, 18(1), 41–67. https://doi.org/10.15388/infedu.2019.03
dc.relationCurtis, D. D. y Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1), 21–34. https://doi.org/10.1016/j.jcss.2007.08.004
dc.relationDillenbourg, P. (1999). What do you mean by ’ collaborative learning ’? En P. Dillenbourg (Ed.), Collaborative -learning: Cognitive and computational approaches (Vol. 1, Issue 6, pp. 1–19). Elsevier. https://doi.org/10.1.1.167.4896
dc.relationDillenbourg, P., Schneider, D. y Synteta, P. (2002). Virtual Learning Environments. 3rd Hellenic Conference “Information y Communication Technologies in Education,” 3–18. https://telearn.archives-ouvertes.fr/hal-00190701
dc.relationDooly, M. (2018). Collaborative Learning. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (First Edit, pp. 1–7). John Wiley y Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0394
dc.relationEpskamp, S. (2019). Reproducibility and Replicability in a Fast-Paced Methodological World. Advances in Methods and Practices in Psychological Science, 2(2), 145–155. https://doi.org/10.1177/2515245919847421
dc.relationEstévez, J. A., Castro-Martínez, J. y Granobles, H. R. (2015). La educación virtual en Colombia: exposición de modelos de deserción. Apertura: Revista de Innovación Educativa, 7(1), 1–9. http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/583
dc.relationFernández-Pampillón, A. (2012). Las plataformas e-learning para la enseñanza y el aprendizaje universitario en Internet. In Las plataformas de aprendizaje. Del mito a la realidad (Biblioteca, pp. 45–73). http://eprints.ucm.es/10682/
dc.relationFord, N. y Chen, S. (2000). Individual Differences, Hypermedia Navigation, and Learning: An Empirical Study. Journal of Educational Multimedia and Hypermedia, 9(4), 281–311. https://doi.org/10.0000/www.learntechlib.org/9546
dc.relationFrancescato, D., Porcelli, R., Mebane, M., Cuddetta, M., Klobas, J. y Renzi, P. (2006). Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts. Computers in Human Behavior, 22(2), 163–176. https://doi.org/10.1016/j.chb.2005.03.001
dc.relationGarcía-Chitiva, M. P. (2019). Análisis bibliométrico de la investigación sobre Sistema de Memoria Transactiva en Educación Superior. En EdArXiv. https://doi.org/10.35542/osf.io/2sxpe
dc.relationGarcía-Chitiva, M. y Suárez-Guerrero, C. (2019). Estado de la investigación sobre la colaboración en Entornos Virtuales de Aprendizaje. Píxel-BIT Revista de Medios y Educación, 56, 169–191. https://doi.org/10.12795/pixelbit.2019.i56.09
dc.relationGarcía, J. (1989). Los estilos cognitivos y su medida: estudios sobre la dimensión dependencia - independencia de campo. Centro de Publicaciones del Ministerio de Educación y Ciencia: C.I.D.E.
dc.relationGillies, R. M. (2014). Developments in Cooperative Learning : Review of Research. Anales de Psicología, 30(3), 792–801. https://doi.org/10.6018/analesps.30.3.201191
dc.relationGoulão, M. de F., Seabra, F., Melaré, D., Henriques, S. y Cardoso, T. (2015). Sucesso, Permanência e Persistência dos Estudantes do Ensino Superior a Distância Online Success,. Adaptation of Self-Efficacy Scales for the Writing and the Spanish Language. (English), 1, 21–26. https://doi.org/10.17979/reipe.2015.0.0
dc.relationGuitert, M. y Pérez-Mateo, M. (2013). La colaboración en la red: hacia una definición de Aprendizaje colaborativo en entornos virtuales. Teoría de La Educación. Educación y Cultura En La Sociedad de La Información, 14(1), 10–31. http://www.redalyc.org/pdf/2010/201025739004.pdf
dc.relationGutiérrez-Braojos, C., Montejo-Gámez, J., Ma, L., Chen, B., De Escalona-Fernández, M. M., Scardamalia, M. y Bereiter, C. (2018). Exploring collective cognitive responsibility through the emergence and flow of forms of engagement in a knowledge building community. Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, 213–232. https://doi.org/10.1007/978-3-030-01551-0_11
dc.relationGutu, G., Dascalu, M., Rebedea, T. y Trausan-Matu, S. (2017). Time and semantic similarity – what is the best alternative to capture implicit links in cscl conversations? Computer-Supported Collaborative Learning Conference, CSCL, 1, 223–230. https://repository.isls.org/bitstream/1/235/1/32.pdf
dc.relationHabibi, A., Mukminin, A., Riyanto, Y., Prasojo, L. D., Sulistiyo, U., Sofwan, M. y Saudagar, F. (2018). Building an online community: Student teachers’ perceptions on the advantages of using social networking services in a teacher education program. Turkish Online Journal of Distance Education, 19(1), 46–61. https://doi.org/10.17718/tojde.382663
dc.relationHederich-Martínez, C. y Camargo-Uribe, A. (2001). Estilos cognitivos en el contexto escolar. Universidad Pedagógica Nacional.
dc.relationHederich-Martínez, C. y Camargo-Uribe, A. (2015). Cognitive style and educational performance. The case of public schools in Bogotá, Colombia. Educational Psychology, 36(4), 719–737. https://doi.org/10.1080/01443410.2015.1091916
dc.relationHederich, C. (2007). Estilo cognitivo en la dimensión de dependencia-independencia de campo. Influencias culturales e implicaciones para la educación. Universidad Pedagógica Nacional.
dc.relationHederich, C. (2013). Estilística educativa. Revista Colombiana de Educación, 64, 21–56. https://www.redalyc.org/articulo.oa?id=413634076002
dc.relationHederich, C. y Camargo, A. (1998). Estilos cognitivos como modalidades de procesamiento de la información una exploración en las áreas de matemáticas y lenguaje. Universidad Pedagógica Nacional.
dc.relationHederich, C. y Camargo, A. (2000). Estilo cognitivo y logro en el sistema educativo de la ciudad de Bogotá. Universidad Pedagógica Nacional, Instituto para la Investigación Educativa y el Desarrollo Pedagógico IDEP.
dc.relationHederich, Camargo, Á., López, O. y Rincón, L. (2015). Proyecto de Autorregulación del Aprendizaje en Ambientes Web -Informe Final-.
dc.relationHernández-Sellés, N., Muñoz-Carril, P. C. y González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers and Education, 138(February), 1–12. https://doi.org/10.1016/j.compedu.2019.04.012
dc.relationHernández, A. (2014). La dimensión independencia dependencia de campo en educación : una revisón bibliométrica ( 2003-2013 ). Revista Colombiana de Educación, 66, 149–170. https://revistas.pedagogica.edu.co/index.php/RCE/article/view/2592/2431
dc.relationHiguchi, K. (2015). KH Coder 2.x reference manual. https://khcoder.net/en/
dc.relationHillen, S. A. (2014). The role of discussion boards in e-collaborative learning environments (CSCL) - What kind of support can they provide?: A conceptual discussion and a qualitative case study. Nordic Journal of Digital Literacy, 9(2), 128–147. https://www.idunn.no/dk/2014/02/the_role_of_discussion_boards_in_e-collaborative_learning_e
dc.relationHodges, C. B. (2015). Replication studies in educational technology. TechTrends, 59(4), 3–4. https://doi.org/10.1007/s11528-015-0862-2
dc.relationHollingshead, A. B. (1998a). Communication, Learning, and Retrieval in Transactive Memory Systems. Journal of Experimental Social Psychology, 34, 423–442. https://doi.org/10.1006/jesp.1998.1358
dc.relationHollingshead, A. B. (1998b). Retrieval Processes in Transactive Memory Systems. Journal of Personality and Social Psychology, 74(3), 659–671. https://doi.org/10.1037/0022-3514.74.3.659
dc.relationHollingshead, A. B. (2000). Perceptions of Expertise and Transactive Memory in Work Relationships. Group Processes y Intergroup Relations, 3(3), 257–267.
dc.relationHollingshead, A. B. (2001). Cognitive interdependence and convergent expectations in transactive memory. Journal of Personality and Social Psychology, 81(6), 1080–1089. https://doi.org/10.1037/0022-3514.81.6.1080
dc.relationHommes, J., den Bossche, P., de Grave, W., Bos, G., Schuwirth, L. y Scherpbier, A. (2014). Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study. Advances in Health Sciences Education, 19(4), 541–563. https://doi.org/10.1007/s10459-013-9487-z
dc.relationHong, H.Y. y Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers and Education, 71, 279–288. https://doi.org/10.1016/j.compedu.2013.09.009
dc.relationHoward, L. (2016). An exploration of autonetnography as an eresearch methodology to examine learning and teaching scholarship in networked learning. Electronic Journal of E-Learning, 14(5), 293–335. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011117658ypartnerID=40ymd5=b46aa5d037a217ef9fc2abafbafd9f5e
dc.relationHowell, D. (2012). Statistical Methods for Psychology (8va Ed.). Cengage Learning.
dc.relationIinuma, M., Matsuhashi, T., Nakamura, T. y Chiyokura, H. (2016). Student Awareness Change in Computer Supported Collaborative Learning (CSCL) Environment. International Journal of Information and Education Technology, 6(6), 448–452. https://doi.org/10.7763/IJIET.2016.V6.730
dc.relationIiskala, T., Volet, S., Lehtinen, E. y Vauras, M. (2015). Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation. Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation., 3(1), 78–111. https://doi.org/10.14786/flr.v3i1.159
dc.relationIvic, I. (1994). Lev Semionovich Vygotski (1896-1934). Perspectivas: Revista Trimestral de Educación Comparada (París, 24(3–4), 773–799. http://papelesdesociedad.info/IMG/pdf/vygotskys_unesco.pdf
dc.relationJackson, M. y Moreland, R. L. (2009). Transactive Memory in the Classroom. Small Group Research, 40(5), 508–534. https://doi.org/10.1177/1046496409340703
dc.relationJanssen, J., Erkens, G., Kanselaar, G. y Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers and Education, 49(4), 1037–1065. https://doi.org/10.1016/j.compedu.2006.01.004
dc.relationJardines, F. J. (2009). Educación a Distancia: desarrollo histórico de la educación a distancia (Historical development of distance education). Innovaciones de Negocios, 6(2), 225–236. http://eprints.uanl.mx/id/eprint/12521
dc.relationJelfs, A. y Whitelock, D. (2000). Environments : What Makes the Environment “ Real ” British Journal of Educational Technology, 31(2), 145–152. https://doi.org/10.1111/1467-8535.00145
dc.relationJermann, P. y Dillenbourg, P. (2008). Group mirrors to support interaction regulation in collaborative problem solving. Computers and Education, 51(1), 279–296. https://doi.org/10.1016/j.compedu.2007.05.012
dc.relationJohnson, D. y Johnson, R. (2005). New developments in social interdependence theory. Genetic, Social and General Psychology Monographs, 131(4), 285–358. https://doi.org/10.3200/MONO.131.4.285-358
dc.relationJohnson, D. y Johnson, R. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
dc.relationJohnson, D. y Johnson, R. (2013). The impact of cooperative, competitive, and individualistic learning environments on academic achievement. En E. Hattie, J. y Anderman (Ed.), International handbook of student achievement (pp. 372–374). Routledge.
dc.relationJohnson, D. W. y Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicologia, 30(3), 841–851. https://doi.org/10.6018/analesps.30.3.201241
dc.relationKerlinger, F. y Lee, H. (2001). Investigacion Del Comportamiento (Cuarta Edi). McGraw Hill.
dc.relationKirschner, F., Paas, F., Kirschner, P. A. y Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21(4), 587–599. https://doi.org/10.1016/j.learninstruc.2011.01.001
dc.relationKirschner, P., Sweller, J., Kirschner, F. y Zambrano, J. (2018). From Cognitive Load Theory to Collaborative Cognitive Load Theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–233. https://doi.org/10.1007/s11412-018-9277-y
dc.relationKopish, M. y Marques, W. (2020). Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil. Research in Social Sciences and Technology, 5(1), 45–69. https://doi.org/10.46303/ressat.05.01.3
dc.relationKorthauer, R. y Koubek, R. (1994). An Empirical Evaluation of Knowledge, Cognitive Style, and Structure upon the Performance of a Hypertext Task. International Journal of Human-Computer Interaction, 6(4), 373–390. https://doi.org/10.1080/10447319409526102
dc.relationKoschmann, T. (2013). Conversation analysis and collaborative learning. En C. E. Hmelo-Silver, C. A. Chinn, C. K. Chan y A. M. O’Donnell (Eds.), The International Handbook of Collaborative Learning (1st ed., pp. 153–170). Taylor y Francis.
dc.relationKoudenburg, N. (2018). Regulating shared reality with micro-dynamics in the form of conversation. Current Opinion in Psychology, 23, 47–51. https://doi.org/10.1016/j.copsyc.2017.12.002
dc.relationKozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464–481. https://doi.org/10.1037/0033-2909.133.3.464
dc.relationKozlowski, S. W. J. y Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science, 5, 77–124.
dc.relationKreijns, K. y Kirschner, P. A. (2002). The Sociability of Computer ­ Supported Collaborative Learning Environments. Educational Technology y Society, 5(1), 1–19.
dc.relationKreijns, K., Kirschner, P. A. y Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353. https://doi.org/10.1016/S0747-5632(02)00057-2
dc.relationKromrey, J. y Purdom, D. (1995). A Comparison of lecture, cooperative learning and programmed instruction at the college level. Studies in Higher Education, 20(3), 341–349. https://doi.org/10.1080/03075079512331381605
dc.relationKuo, F.R., Hwang, G.J., Chen, S.C. y Chen, S. (2012). A Cognitive Apprenticeship Approach to Facilitating Web-based Collaborative Problem Solving Fan-Ray. Educational Technology y Society, 5(4), 319–331. https://doi.org/10.2307/jeductechsoci.15.4.319%0AREFERENCES
dc.relationKusmiarti, R., Yuniati, I., y Noermanzah. (2020). Improving student communication skills in learning indonesian language through collaborative learning. International Journal of Scientific and Technology Research, 9(1), 207–211. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078751221ypartnerID=40ymd5=8aeb280aa35bf1e818f082fe1b3346f1
dc.relationLabrador, M. M., Vargas, G., Alvarado, J. y Caicedo, M. (2019). Survival and Risk Analysis in MOOCS. Turkish Online Journal of Distance Education, 400(October), 149–159. https://doi.org/10.17718/tojde.640561
dc.relationLeader, L, y Klein, J. (1996). The effects of search tool type and cognitive style on performance during hypermedia database searches. Educational Technology Research and Development, 44(2), 5–15. https://doi.org/10.1007/BF02300537
dc.relationLevine, J. M. (2018). Socially-shared cognition and consensus in small groups. Current Opinion in Psychology, 23, 52–56. https://doi.org/10.1016/j.copsyc.2017.12.003
dc.relationLewis, K. (2003). Measuring transactive memory systems in the field: scale development and validation. Journal of Applied Psychology, 88(4), 587–604. https://doi.org/10.1037/0021-9010.88.4.587
dc.relationLewis, K. (2004). Knowledge and Performance in Knowledge-Worker Teams : A Longitudinal Study of Transactive Memory Systems Knowledge and Performance in Knowledge-Worker Teams : A Longitudinal Study of Transactive Memory Systems. Management Science, 50(11), 1519–1533. https://doi.org/10.1287/mnsc.1040.0257
dc.relationLewis, Kyle, Belliveau, M., Herndon, B. y Keller, J. (2007). Group cognition, membership change, and performance: Investigating the benefits and detriments of collective knowledge. Organizational Behavior and Human Decision Processes, 103(2), 159–178. https://doi.org/10.1016/j.obhdp.2007.01.005
dc.relationLewis, Kyle, Lange, D. y Gillis, L. (2005). Transactive Memory Systems, Learning, and Learning Transfer. Organization Science, 16(6), 581–598. https://doi.org/10.1287/orsc.1050.0143
dc.relationLiang, D. W., Moreland, R. y Argote, L. (1995). Group Versus Individual Training and Group Performance: The Mediating Role of Transactive Memory. Journal of Composite Materials, 21(4), 384–393. https://doi.org/0803973233
dc.relationLiao, J., Jimmieson, N., O’Brien, A. y Restubog, S. (2012). Developing Transactive Memory Systems: Theoretical Contributions From a Social Identity Perspective. Group y Organization Management, 37(2), 204–240. https://doi.org/10.1177/1059601112443976
dc.relationLópez-Vargas, O., Ortiz-Vásquez, J. e Ibáñez-Ibáñez, J. (2020). Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente B-learning. Pensamiento Psicológico, 18(1), 71–85. https://doi.org/10.11144/Javerianacali.PPSI18-1.alae
dc.relationLópez, O. y Hederich, C. (2010). Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia. Revista Colombiana de Educación, 58(58), 14–39. https://doi.org/10.17227/01203916.632
dc.relationLópez, O., Hederich, C. y Camargo, A. (2011). Estilo cognitivo y logro acádemico. Educ.Educ., 14(1), 67–82.
dc.relationLópez, O., Hederich, C. y Camargo, A. (2012). Logro de aprendizaje en ambientes hipermediales: andamiaje autorregulador y estilo cognitivo. Revista Latinoamericana de Psicología, 44(2), 13–26. https://doi.org/http://www.scielo.org.co/pdf/rlps/v44n2/v44n2a01.pdf#page=13
dc.relationLopez, O. y Valencia, N. (2012). Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional. Acta Colombiana de Psicología, 15(2), 29–41.
dc.relationMahn, H. (1999). Vygotsky’s methodological contribition to sociocultural theory. Remedial and Special Education, 20(6), 341–350. https://eric.ed.gov/?id=EJ599265
dc.relationMehta, S. (1998). Cooperative learning strategies for large classes. ASEE Annual Conference Proceedings, 1–7. https://www.semanticscholar.org/paper/Cooperative-Learning-Strategies-For-Large-Classes-Mehta/74e9206aa00ba2692ac0153d36583aa233363d82
dc.relationMessick, S. (1984). The Nature of Cognitive Styles: Problems and Promise in Educational Practice. Educational Psychologist, 19(2), 59–74. https://doi.org/10.1080/00461528409529283
dc.relationMichinov, E. (2007). Validation ofa French version of the Transactive Memory Scale and its adaptation to an academic context. European Review of Applied Psychology, 57(1), 59–68. https://doi.org/10.1016/j.erap.2006.03.001
dc.relationMichinov, Estelle, Michinov, N. y Huguet, P. (2009). Effects of gender role and task content on performance in same-gender dyads: Transactive memory as a potential mediator. European Journal of Psychology of Education, 24(2), 155–168.
dc.relationMichinov, N. y Michinov, E. (2009). Investigating the relationship between transactive memory and performance in collaborative learning. Learning and Instruction, 19(1), 43–54. https://doi.org/10.1016/j.learninstruc.2008.01.003
dc.relationMinisterio de Educación Nacional. (2019). Educación virtual o educación en línea. Ministerio de Educación Nacional - Mineducación-. https://www.mineducacion.gov.co/portal/Educacion-superior/Informacion-Destacada/196492:Educacion-virtual-o-educacion-en-linea
dc.relationMiyake, N. (1986). Constructive lnteraction and the Iterative Process of Understanding. Cognitive Science, 10, 151–177. https://doi.org/10.1207/s15516709cog1002_2
dc.relationMo, S. y Xie, X. (2010). Team learning, transactive memory system and team performance: A longitudinal study based on the IMOI approach. Frontiers of Business Research in China, 4(3), 409–422. https://doi.org/10.1007/s11782-010-0104-1
dc.relationMoreland, R. L., Argote, L. y Krishnan, R. (1996). Socially Shared Cognition at Work: Transactive Memory and Group Performance. In J. L. y Nye y A.M. Brower (Eds.), What’s Social about Social Cognition? Research on Socially Shared Cognition in Small Groups (pp. 57–84). Sage. https://doi.org/10.4135/9781483327648.n3
dc.relationMoreno-Caro, J. (2020). Regulación interpersonal y trabajo colaborativo en ambientes computacionales: conformación grupal y estilo cognitivo [Tesis Doctoral, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/handle/20.500.12209/11917
dc.relationMorris, S., Farran, E. K. y Dumontheil, I. (2019). Field Independence Associates with Mathematics and Science Performance in 5- to 10-Year-Olds after Accounting for Domain-General Factors. Mind, Brain, and Education, 13(4), 268–278. https://doi.org/10.1111/mbe.12214
dc.relationNavarro, R. (2003). El rendimiento académico: concepto, investigación e ydesarrollo. Revista Electrónica Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 1(2), 1–15. http://www.ice.deusto.es/rinace/reice/vol1n2/Edel.pdf
dc.relationNavo, E., Hmelo-Silver, C. y McKeown, J. (2017). Technology Affordances for CSCL: A Premliminary Review. In B. K. Smith, M. Borge, E. Mercier, y K. yon Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL. 12th International Conference on Computer Supported Collaborative Learning (pp. 767–768). Drexel University School Education. https://cscl17.files.wordpress.com/2017/06/finalvol1cscl2017.pdf
dc.relationNgaleka, A. y Uys, W. (2013). M-learning with WhatsApp: A conversation analysis. Proceedings of the International Conference on E-Learning, ICEL, January 2013, 282–291. https://dl.acm.org/doi/book/10.5555/3159042
dc.relationNiño-Ramos, M. (2019). Personalización de un ambiente educativo digital y su efecto sobre el logro de aprendizaje y la percepción en estudiantes de primaria diferenciados por su estilo cognitivo [Tesis de Doctorado, Universidad Pedagógica Nacional]. http://repositorio.pedagogica.edu.co/handle/20.500.12209/11371
dc.relationNisiotis, L., Kleanthous, S., Beer, M. y Uruchurtu, E. (2017). The Development of Transactive Memory Systems in Collaborative Educational Virtual Worlds. In D. Beck, C. Allison, L. Morgado, J. Pirker, F. Khosmood, J. Richter, y C. Gütl (Eds.), Immersive Learning Research Network. Third International Conference, iLRN 2017 (pp. 35–46). Springer. https://doi.org/10.1007/978-3-319-60633-0_4
dc.relationNoroozi, O., Biemans, H. J. A., Weinberger, A., Mulder, M. y Chizari, M. (2013). Scripting for construction of a transactive memory system in multidisciplinary CSCL environments. Learning and Instruction, 25, 1–12. https://doi.org/10.1016/j.learninstruc.2012.10.002
dc.relationNyembe, B. Z. M. y Howard, G. R. (2019). The utilities of prominent learning theories for mobile collaborative learning (MCL) with reference to WhatsApp and M-learning. En S. U. G. Maharaj M. (Ed.), icABCD 2019 - 2nd International Conference on Advances in Big Data, Computing and Data Communication Systems. Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/ICABCD.2019.8851042
dc.relationNyikos, M., y Hashimoto, R. (1997). Constructivist Theory Applied to Collaborative Learning in Teacher Education: En Search of ZPD. The Modern Language Journal, 81(4), 506–517. https://doi.org/10.1111/j.1540-4781.1997.tb05518.x
dc.relationO’Donnell, A. M. y Hmelo-Silver, C. E. (2013). Introduction: What is Collaborative Learning? En The International Handbook of Collaborative Learning (pp. 15–28). Routledge.
dc.relationPeltokorpi, V. y Hood, A. C. (2019). Communication in Theory and Research on Transactive Memory Systems: A Literature Review. Topics in Cognitive Science, 11(4), 644–667. https://doi.org/10.1111/tops.12359
dc.relationPeltokorpi, V. y Manka, M.-L. (2008). Antecedents and the Performance Outcome of Transactive Memory in Daycare work groups. European Psychologist, 13(2), 103–113. https://doi.org/10.1027/1016-9040.13.2.103
dc.relationPiotrowski, M. (2010). What is an E-Learning Platform? En Y. Kats (Ed.), Learning management system technologies and software solutions for online teaching. Tools and applications (1st ed., pp. 20–36). Information Science Reference. https://doi.org/10.4018/978-1-61520-853-1.ch002
dc.relationPotkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrovic, V. M. y Jovanovic, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. COMPUTERS y EDUCATION, 95, 309–327. https://doi.org/10.1016/j.compedu.2016.02.002
dc.relationQuero-Virla, M. (2010). Confiabilidad y coeficiente Alpha de Cronbach. Telos, 12(2), 248–252. https://doi.org/10.1109/igarss.2004.1370608
dc.relationR Core Team. (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.r-project.org/
dc.relationRama, C. (2016). La fase actual de expansión de la educación en línea o virtual en América Latina. Universidades, 70, 27–39. http://repositorio.minedu.gob.pe/handle/MINEDU/5114
dc.relationRama, C. y Cevallos, M. (2015). The Metamorphosis of Distance Education in Latin America. A New Fase with the Entry of International Suppliers. Revista Española de Educación Comparada, 26(2015), 41–60. https://doi.org/10.5944/reec.26.2015
dc.relationRamos, F. (1998). A decade of relevance theory. Journal of Pragmatics, 30(3), 305–345. https://doi.org/10.1016/s0378-2166(98)00015-0
dc.relationReal Academia Española. (n.d.). Diccionario de La Lengua Española 23.a Ed., [Versión 23.3 En Línea]. Recuperado el 30 de octubre de 2020 de https://dle.rae.es/contenido/actualización-2019
dc.relationRen, Y. y Argote, L. (2011). Transactive Memory Systems 1985-2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences. Academy of Management Annals, 5(1), 189–229. https://doi.org/10.1080/19416520.2011.590300
dc.relationResta, P. y Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83. https://doi.org/10.1007/s10648-007-9042-7
dc.relationRodríguez, J. (2001). Aprendizaje colaborativo en entornos virtuales. Anuario de Psicología, 32(2), 63.75. https://revistes.ub.edu/index.php/Anuario-psicologia/article/view/8826/11092
dc.relationRogoff, B. y Chavajay, P. (2009). Las bases culturales del desarrollo cognitivo. Evolución de la investigación en este campo en Norteamérica. Revista Educación y Pedagogía, XVI(39), 121–160. http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/6005
dc.relationRomero, E. y Soria, B. (2010). Introduction: Explicit Communication and Relevance Theory Pragmatics. En Explicit Communication (pp. 1–24). Palgrave Macmillan. https://doi.org/10.1057/9780230292352_1
dc.relationRoschelle, J. y Teasley, S. D. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving. Computer Supported Collaborative Learning, 69–97. https://doi.org/10.1007/978-3-642-85098-1_5
dc.relationRoselli, N. (2016). Los beneficios de la regulación externa de la colaboración sociocognitiva entre pares: Ilustraciones experimentales. Revista Puertorriqueña de Psicología, 27(2), 354–367. https://repositorio.uca.edu.ar/handle/123456789/6175
dc.relationRummel, N. y Spada, H. (2005). Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings. The Journal of the Learning Sciences, 14(2), 201–241. https://doi.org/10.1207/s15327809jls1402
dc.relationSanz-Martínez, L., Er, E., Martínez-Monés, A., Dimitriadis, Y. y Bote-Lorenzo, M. L. (2019). Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach. Behaviour and Information Technology, 38(11), 1107–1121. https://doi.org/10.1080/0144929X.2019.1571109
dc.relationSaracho, O. N. (2003). Matching Teachers’ and Students’ Cognitive Styles. Early Child Development and Care, 173(2–3), 161–173. https://doi.org/10.1080/03004430303097
dc.relationScardamalia, M. y Bereiter, C. (2006). Knowledge Building: Theory, Pedagogy, and Technology. En K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97–118). Cambridge University Press. https://doi.org/10.1598/rt.61.2.5
dc.relationSchnaubert, L. y Bodemer, D. (2019). Providing different types of group awareness information to guide collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14(1), 7–51. https://doi.org/10.1007/s11412-018-9293-y
dc.relationSchunk, D. (2012). Teorías del aprendizaje. Una perspectiva educativa. In Naucalpan de Juárez, Estado de México (Sexta edic). Pearson Educación. www.pearsonenespañol.com
dc.relationSerrano, J. M. y Pons, R. M. (2014). Introduction : Cooperative Learning. Anales de Psicología, 30(3), 801–804. https://doi.org/10.6018/analesps.30.3.201251
dc.relationShen, Y. (2007). Transactive memory system development in virtual teams: the potential role of shared identity and shared context. Proceedings of the 2007 ACM SIGMIS CPR Conference, 228–230. https://doi.org/10.1145/1235000.1235054
dc.relationShukor, N., Tasir, Z., Van der Meijden, H. y Harun, J. (2014). Exploring students’ knowledge construction strategies in computer-supported collaborative learning discussions using sequential analysis. Educational Technology and Society, 17(4), 216–228. https://www.ds.unipi.gr/etys/journals/17_4/14.pdf
dc.relationSilva-Ordaz, M., García-Ramírez, C., Guzmán-Flores, T. y Chaparro-Ramírez, R. (2016). Estudio de herramientas Moodle para desarrollar habilidades del siglo XXI. Campus Virtuales, 5(2), 58–69. http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/126
dc.relationStahl, G. (2017). Group practices: a new way of viewing CSCL. International Journal of Computer-Supported Collaborative Learning, 12(1), 113–126. https://doi.org/10.1007/s11412-017-9251-0
dc.relationStahl, G., Koschmann, T, y Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. Cambridge Handbook of the Learning Sciences, 409–426. https://doi.org/10.1145/1124772.1124855
dc.relationSuárez, C. (2010). Aprendizaje cooperativo e interacción asíncrona textual en contextos educativos virtuales. Pixel-Bit. Revista de Medios y Educación, 36, 53–67. http://hdl.handle.net/11441/22608
dc.relationSuthers, D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi.org/10.1007/s11412-006-9660-y
dc.relationTai, D., Shen, S., Lin, Y., Zhang, R., Chen, J. y Tai, V. (2011). The study of heterogeneous cooperative learning towards blended learning performance. WMSCI 2011 - The 15th World Multi-Conference on Systemics, Cybernetics and Informatics, Proceedings, 3(March), 119–123. https://www.researchgate.net/profile/Ren-cheng_Zhang/publication/289438831_The_study_of_heterogeneous_cooperative_learning_towards_blended_learning_performance/links/5c8739e6458515b59e4547e6/The-study-of-heterogeneous-cooperative-learning-towards-blended-
dc.relationTudge, J. y Scrimcher, S. (2003). Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development. In B. Zimmerman y D. Shunk (Eds.), Educational psychology. A century of contributions (pp. 207–228). Lawrence Erlbaum Associates Inc.
dc.relationUrien, B., Erro-Garcés, A. y Osca, A. (2019). WhatsApp usefulness as a communication tool in an educational context. Education and Information Technologies, 24(4), 2585–2602. https://doi.org/10.1007/s10639-019-09876-5
dc.relationValencia-Vallejo, N., López-Vargas, O. y Sanabria-Rodríguez, L. (2018a). Effect of motivational scaffolding on e-learning environments: Self-efficacy, learning achievement, and cognitive style. Journal of Educators Online, 15(1). https://doi.org/10.9743/JEO2018.15.1.5
dc.relationValencia-Vallejo, N., López-Vargas, O. y Sanabria-Rodríguez, L. (2018b). Effect of motivational scaffolding on e-learning environments: Self-efficacy, learning achievement, and cognitive style. Journal of Educators Online, 15(1), 1–14. https://doi.org/10.9743/JEO2018.15.1.5
dc.relationVega, M. L., Vidal, D. y García, M. del P. (2013). Avances acerca de los efectos del aprendizaje cooperativo sobre el logro académico y las habilidades sociales en relación con el estilo cognitivo. Revista Colombiana de Educación, 155–174. http://www.scielo.org.co/scielo.php?script=sci_arttextypid=S0120-39162013000100007
dc.relationVuopala, E., Näykki, P., Isohätälä, J. y Järvelä, S. (2019). Knowledge co-construction activities and task-related monitoring in scripted collaborative learning. Learning, Culture and Social Interaction, 21, 234–249. https://doi.org/10.1016/j.lcsi.2019.03.011
dc.relationWarne, R. T. (2014). Two Additional Suggested Reforms to Encourage Replication Studies in Educational Research. Educational Researcher, 43(9), 465. https://doi.org/10.3102/0013189X14562294
dc.relationWegner, D. M., Giuliano T. y Hertel, P. (1985). Cognitive interdependence in close relationships. In Compatible and incompatible relationships (pp. 253–276). Springer-Verlag. https://doi.org/10.1007/978-1-4612-5044-9_12
dc.relationWegner, D. (1987). Transactive Memory: A Contemporary Analysis of the Group Mind. In B. Mullen y G. R. Goethals (Eds.), Theories of Group Behavior (pp. 185–208). Springer. https://doi.org/10.1007/978-1-4612-4634-3_9
dc.relationWegner, D. (1995). A computer network model of human transactive memory. Journal of Chemical Information and Modeling, 13(3), 319–339. https://doi.org/10.1017/CBO9781107415324.004
dc.relationWegner, D., Erber, R. y Raymond, P. (1991). Transactive Memory in Close Relationships. Journal of Personality and Social Psychology, 61(6), 923–929. https://doi.org/10.1037/0022-3514.61.6.923
dc.relationWibowo, W. C., Dayanti, I. S., Hidayanto, A. N., Eitiveni, I. y Phusavat, K. (2018). Prioritizing solutions for overcoming knowledge transfer barriers in software development using the fuzzy analytic hierarchy process. Knowledge Management and E-Learning, 10(2), 217–249.
dc.relationWickham, H. (2009). ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag. http://ggplot2.org
dc.relationWilson, D. y Sperber, D. A. N. (2004). Relevance Theory. In L. Horn y G. Ward (Eds.), The Hanbook of Pragmatics (1st ed., pp. 608–632). Blackwell Publishing Ltd. www blackwellpublishing.com
dc.relationWitkin, H. y Asch, S. (1948). Studies in space orientation IV. Further experiments on perception of the up-right with displaced visual fields. Journal of Experimental Psychology, 38(6), 762–782. http://www.mbfys.ru.nl/staff/j.vangisbergen/endnote/endnotepdfs/frame_effect/Witkin-Asch_studies-in-space-perception_IV_1948.pdf
dc.relationWitkin, H., Moore, C., Goodenough, D. y Cox, P. (1975). Field-development and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64. https://doi.org/10.1002/j.2333-8504.1975.tb01065.x
dc.relationYilmaz, R., Yilmaz, F. G. K., Cakmak, E. K. y Kilic, C. (2016). The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation. Interactive Learning Environments, 4820(September 2016), 1–21. https://doi.org/10.1080/10494820.2016.1224905
dc.relationYuen, A., Cheng, M. y Chan, F. (2019). Student satisfaction with learning management systems: A growth model of belief and use. British Journal of Educational Technology, 50(5), 2520–2535. https://doi.org/10.1111/bjet.12830
dc.relationYus, F. (2010). Relevance Theory. En A. Barber y R. Stainton (Eds.), Concise Encyclopedia of Philosophy of Language and Linguistics (1st ed., pp. 648–655). Elservier Ltd. https://books.google.com/books?id=2boGE2NKtpsCypgis=1
dc.relationZhang, X., Chen, H., de Pablos, P. O., Lytras, M. D. y Sun, Y. (2016). Coordinated implicitly? An empirical study on the role of social media in collaborative learning. International Review of Research in Open and Distance Learning, 17(6), 121–144. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85008168830ypartnerID=40ymd5=ef5cd2200447949030a5304b4cb262a2
dc.relationZhao, Y., Wang, A. y Sun, Y. (2020). Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. Computers and Education, 144 (October 2019), 103721. https://doi.org/10.1016/j.compedu.2019.103721
dc.relationZheng, L., Huang, R. y Yu, J. (2014). Identifying Computer-supported Collaborative Learning (CSCL) research in selected journals published from 2003 to 2012: A content analysis of research topics and issues. Educational Technology and Society, 17(4), 335–351. https://pdfs.semanticscholar.org/3f39/d9669b27da2b7a9dace911c61f11b0476239.pdf
dc.relationZheng, Y. y Subramaniyan, A. (2019). Personality-Aware Collaborative Learning: Models and Explanations. En L. et al Barolli (Ed.), International Conference on Advanced Information Networking and Applications (Vol. 1, pp. 834–845). Springer International Publishing. https://doi.org/10.1007/978-3-030-15032-7
dc.relationZurita, G. y Nussbaum, M. (2004). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20(4), 235–243. https://doi.org/10.1111/j.1365-2729.2004.00089.x
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectSistema de Memoria Transactiva (TMS)
dc.subjectAprendizaje colaborativo
dc.subjectACEVA
dc.subjectComunicación
dc.subjectInteracción
dc.subjectEntornos virtuales de aprendizaje
dc.titleAnálisis del proceso de colaboración entre estudiantes de diferente estilo cognitivo en entornos virtuales de aprendizaje.
dc.typeinfo:eu-repo/semantics/bachelorThesis


Este ítem pertenece a la siguiente institución