Online Collaborative Learning: Connecting Classrooms Between China and Colombia in pandemic times

Aprendizaje colaborativo en línea: Conectando aulas entre China y Colombia en tiempos de pandemia;
O Processo Educacional em uma Escola Pública de Barranquilla, Colômbia, na Modalidade de Alternância Escolar: Conectando aulas entre China y Colombia en tiempos de pandemia

dc.creatorAguilar Cruz, Paola Julie
dc.creatorXiang, Zongping
dc.date2023-06-30
dc.date.accessioned2023-09-06T17:31:29Z
dc.date.available2023-09-06T17:31:29Z
dc.identifierhttps://revistas.unimilitar.edu.co/index.php/ravi/article/view/5929
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8691617
dc.descriptionTechnology provides new learning environments in which 21st-century skills such as collaboration are involved, and English becomes the language of communication and interaction among participants. During the lockdown caused by the COVID-19 pandemic, students faced the shift from face-to-face to online classes, which made students feel demotivated and lost opportunities to use English in meaningful environments. This article reports a qualitative research process to explore students’ perceptions of an Online Collaborative Learning (OCL) project focused on story writing between China and Colombia. Accordingly, surveys and interviews were implemented to gather datafrom the 51 students and 12 English teachers that participated in the study. The 51 students were divided into six groups, and each group was assigned two coordinators: one from China and one from Colombia. This article contributes to knowledge in OCL and cross-cultural communication since it describes students’ strengths and difficulties when interacting with others whose first language is not English. Specifically, it is concluded that speakers of English as a foreign language deal withchallenges and strengths related to time zone differences, English language proficiency, intrinsic motivation,and attitudes. It is also mentioned that teamwork skills, empathetic language, and the ability to use technology mediate the collaborative writing process.en-US
dc.descriptionLa tecnología proporciona nuevos entornos de aprendizaje en los que intervienen habilidades del siglo XXI como la colaboración, y el inglés se convierte en el idioma de comunicación e interacción entre los participantes. Durante el cierre provocado por la pandemia Covid-19, los estudiantes se enfrentaron al cambio de clases presenciales a clases en línea, lo que hizo que los estudiantes se sintieran desmotivados y perdieran oportunidades de utilizar el inglés en entornos significativos. Este artículo reporta un proceso de investigación cualitativa para explorar las percepciones de los estudiantes sobre un proyecto de Aprendizaje Colaborativo en Línea (OCL, por sus siglas en inglés) enfocado en la escritura de cuentos entre China y Colombia. Para ello, se aplicaron encuestas y entrevistas para recopilar datos de los 51 estudiantes y 12 docentes en formación que participaron en el estudio. Los 51 estudiantes se dividieron en seis grupos, y a cada grupo se le asignaron dos coordinadores: uno de China y otro de Colombia. Este artículo contribuye al conocimiento en Oc l y comunicación intercultural ya que describe las fortalezas y dificultades de los estudiantes cuando interactúan con otros cuya primera lengua no es el inglés. En concreto, se concluye que los hablantes de inglés como lengua extranjera se enfrentan a retos y fortalezas relacionados con las diferencias horarias, el dominio de la lengua inglesa, la motivación intrínseca y las actitudes. También se menciona que las habilidades de trabajo en equipo, el lenguaje empático y la capacidad de utilizar la tecnología median en el proceso de escritura colaborativa.es-ES
dc.descriptionO objetivo deste artigo de pesquisa é apresentar algumas características do processo educacional em uma escola pública de Barranquilla na modalidade de alternância escolar com base no depoimento de professores e alunos. Para realizar esta pesquisa, foram utilizados paradigma interpretativo sob abordagem qualitativa, método da teoria fundamentada, utilizando como técnica a entrevista em profundidade por meio do instrumento de coleta de dados, e roteiro de entrevista com perguntas abertas. Os resultados mostram que as matrículas aumentaram nas instituições educacionais públicas, os horários e o conteúdo programático foram redefinidos, enquanto a execução de obras de infraestrutura pelas autoridades educacionais locais é lenta e ineficiente. As conclusões revelam, por um lado, que os estabelecimentos de ensino fizeram um grande esforço para se adaptar às mudanças exigidas por essa nova realidade, embora, por outro, as administrações locais devam realizar obras nas escolas com rapidez, levando em conta que os alunos logo terão de frequentar a escola presencialmente.pt-BR
dc.formatapplication/pdf
dc.languageeng
dc.publisherUniversidad Militar Nueva Granadaes-ES
dc.relationhttps://revistas.unimilitar.edu.co/index.php/ravi/article/view/5929/5462
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dc.rightsDerechos de autor 2022 Academia y Virtualidades-ES
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0es-ES
dc.sourceAcademia y Virtualidad; Vol. 16 No. 1 (2023); 89-104en-US
dc.sourceAcademia y Virtualidad; Vol. 16 Núm. 1 (2023); 89-104es-ES
dc.sourceAcademia y Virtualidad; v. 16 n. 1 (2023); 89-104pt-BR
dc.source2011-0731
dc.subjectOnline Collaborative Learninges-ES
dc.subjectOnline Collaborative Writinges-ES
dc.subjectcross-cultural learninges-ES
dc.subjectEnglish as a Foreign Languagees-ES
dc.titleOnline Collaborative Learning: Connecting Classrooms Between China and Colombia in pandemic timesen-US
dc.titleAprendizaje colaborativo en línea: Conectando aulas entre China y Colombia en tiempos de pandemiaes-ES
dc.titleO Processo Educacional em uma Escola Pública de Barranquilla, Colômbia, na Modalidade de Alternância Escolar: Conectando aulas entre China y Colombia en tiempos de pandemiapt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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