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Title: Comparison of the Level of Collaborative Learning in a Distance Course
Other Titles: ComparaciĆ³n del nivel de aprendizaje colaborativo en un curso a distancia
Authors: Reyes, W.
Keywords: Comparative study
Learning strategy
Collaborative learning
Distance teaching
Issue Date: 13-Jun-2022
Publisher: Ediciones Universidad de Salamanca
Citation: Reyes, W. (2022). Comparison of the Level of Collaborative Learning in a Distance Course. Education in the Knowledge Society, 23, Article e23677.
Abstract: In this research, collaborative learning was compared in four versions of a distance course, identified as V1, V2, V3, and V4, each designed with various learning strategies. This study aimed to achieve the following objectives: 1) Compare the level of collaborative learning obtained from a distance course over time. 2) Compare the level of collaborative learning obtained in the different versions of a distance course. 3) Identify the elements that influenced collaborative learning over time. 4) Identify if the modifications in the strategies carried out in the distance course impacted the level of collaborative learning. The study design was of the non-experimental evolutionary type, with a trend and group comparison. The instrument was administered at the end of each version of the course. This instrument was named Constructivist On-Line Learning Environment Survey, or COLLES, whose dimensions measure collaborative learning in a virtual learning environment. The results showed that both Interactivity and Relevance dimensions had an upward trend during the duration of the research, while in comparing the versions of the course, V3 had the highest scores in the six dimensions of collaborative learning, in addition to this. The version had a significant impact on Interactivity, Relevance, and Peer Support dimensions. In general, all versions of the course had satisfactory results at the level of collaborative learning. However, it is concluded that, due to its structure and strategies used, V3 is the one that favored collaborative learning the most.
ISSN: 2444-8729
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