Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse

This paper presents an analysis of socio-emotional discursive strategies employed by students in collaborative tasks online. A multiple-case study was conducted to explore collaborative processes among three groups of students enrolled in the psychopedagogy degree in the first academic cycle of 2014...

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Autores principales:	Castellanos Ramírez, Juan Carlos, Niño Carrasco, Shamaly Alheli
Formato:	Online
Lenguaje:	spa
Publicado:	Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:	https://redie.uabc.mx/redie/article/view/2329
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id	redie-article-2329
record_format	ojs
spelling	redie-article-23292024-05-08T20:38:38Z Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse Aprendizaje colaborativo en línea, una aproximación empírica al discurso socioemocional de los estudiantes Castellanos Ramírez, Juan Carlos Niño Carrasco, Shamaly Alheli Computer assisted learning higher education group work student motivation. Aprendizaje asistido por computadora educación superior trabajo grupal motivación estudiantil. This paper presents an analysis of socio-emotional discursive strategies employed by students in collaborative tasks online. A multiple-case study was conducted to explore collaborative processes among three groups of students enrolled in the psychopedagogy degree in the first academic cycle of 2014 at the Open University of Catalonia (UOC). To complete the task, students made contributions to an asynchronous communication forum for thirty days. The results point to four types of socio-emotional discursive strategies that have a significant impact on group performance: i) the use of inclusive pronouns; ii) the formulation of expectations about the task; iii) positive feedback on the way the group is working; and iv) expressions of mutual support among participants. It is also concluded that the groups with the best learning outcomes tend to maintain or increase their use of socio-emotional discursive strategies over time. Este trabajo presenta una investigación sobre las estrategias discursivas socioemocionales que los estudiantes utilizan durante la elaboración de tareas colaborativas en línea. Se realizó un estudio de casos múltiples para explorar los procesos colaborativos desarrollados por tres grupos de estudiantes inscritos en el primer ciclo académico 2014 de la carrera de psicopedagogía, en la Universitat Oberta de Catalunya. Para resolver la tarea, los estudiantes realizaron contribuciones en un foro asíncrono durante treinta días. Los resultados sugieren que cuatro tipos de estrategias discursivas socioemocionales tienen un efecto importante en el rendimiento de los grupos: i) utilización de pronombres inclusivos, ii) formulación de expectativas sobre la tarea, iii) valoraciones positivas sobre el funcionamiento del grupo y iv) expresiones de apoyo mutuo entre los participantes. También se concluye que los grupos con mejores resultados en su aprendizaje suelen mantener o incrementar el uso de estrategias discursivas socioemocionales a través del tiempo. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-08-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2329 10.24320/redie.2020.22.e20.2329 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 12 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 12 1607-4041 spa https://redie.uabc.mx/redie/article/view/2329/2008 https://redie.uabc.mx/redie/article/view/2329/2013 https://redie.uabc.mx/redie/article/view/2329/2048 Derechos de autor 2020 Juan Carlos Castellanos Ramírez, Shamaly Alheli Niño Carrasco https://creativecommons.org/licenses/by-nc/4.0
institution	REDIE
collection	OJS
language	spa
format	Online
author	Castellanos Ramírez, Juan Carlos Niño Carrasco, Shamaly Alheli
spellingShingle	Castellanos Ramírez, Juan Carlos Niño Carrasco, Shamaly Alheli Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
author_facet	Castellanos Ramírez, Juan Carlos Niño Carrasco, Shamaly Alheli
author_sort	Castellanos Ramírez, Juan Carlos
title	Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
title_short	Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
title_full	Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
title_fullStr	Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
title_full_unstemmed	Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse
title_sort	collaborative online learning, an empirical approach to students’ socio-emotional discourse
description	This paper presents an analysis of socio-emotional discursive strategies employed by students in collaborative tasks online. A multiple-case study was conducted to explore collaborative processes among three groups of students enrolled in the psychopedagogy degree in the first academic cycle of 2014 at the Open University of Catalonia (UOC). To complete the task, students made contributions to an asynchronous communication forum for thirty days. The results point to four types of socio-emotional discursive strategies that have a significant impact on group performance: i) the use of inclusive pronouns; ii) the formulation of expectations about the task; iii) positive feedback on the way the group is working; and iv) expressions of mutual support among participants. It is also concluded that the groups with the best learning outcomes tend to maintain or increase their use of socio-emotional discursive strategies over time.
publisher	Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate	2020
url	https://redie.uabc.mx/redie/article/view/2329
_version_	1798984258360967168

Collaborative Online Learning, an Empirical Approach to Students’ Socio-Emotional Discourse

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