About this paper

Appears in:
Pages: 3724-3730
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain

ONLINE COLLABORATIVE LEARNING AND PATTERNS OF COORDINATION IN LEARNING GROUPS

C. García Tamarit, A. Badía Garganté, L. Becerril Balín

Universitat Oberta de Catalunya (SPAIN)
For many years, theories of collaborative learning tended to focus on how individuals function in a group. This reflected a position that was dominant both in cognitive psychology and in artificial intelligence in the 1970s and early 1980s, where cognition was seen as a product of individual information processors, and where the context of social interaction was seen more as a background for individual activity than as a focus of research (Dillenbourg, et al., 1996).

More recently, the group itself became the unit of analysis and the focus shifted to more emergent, socially constructed, properties of the interaction. So, the focus has been no longer on what might be taking place “in the heads” of individual learners, but what was taking place between and among them in their interactions. (Stahl, Koshman & Suthers, 2006).

We have conducted a research to analyze whether patterns of coordination of virtual groups performing a collaborative writing task, are affecting the learning of its members and whether there is a correlation between the coordination patterns and the learning outcomes of individual students. We used three patterns of group coordination, based on the researches of Engel and Onrubia (2009, 2010): parallel, sequential and inclusive.

The research sample was 41 students from a Master’s degree, who developed a collaborative work in groups for 4 weeks. Their goal was to make a shared report to resolve a case about how to implement ICTs in schools and classrooms. Our research focused on analyzing the patterns of collaboration of the 11 groups and their relation to knowledge construction.

The results show that a coordination pattern linked to a distribution of work in which all students share and review the written material (inclusive pattern) in online groups, is related to an improvement in student learning.

As results corroborate this relationship, a number of new implications are derived from the research, as, for example, trainer’s ability to influence the coordination of groups to improve their learning processes and outcomes of knowledge construction.
@InProceedings{GARCIATAMARIT2013ONL,
author = {Garc{\'{i}}a Tamarit, C. and Bad{\'{i}}a Gargant{\'{e}}, A. and Becerril Bal{\'{i}}n, L.},
title = {ONLINE COLLABORATIVE LEARNING AND PATTERNS OF COORDINATION IN LEARNING GROUPS},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {3724-3730}}
TY - CONF
AU - C. García Tamarit AU - A. Badía Garganté AU - L. Becerril Balín
TI - ONLINE COLLABORATIVE LEARNING AND PATTERNS OF COORDINATION IN LEARNING GROUPS
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 3724
EP - 3730
ER -
C. García Tamarit, A. Badía Garganté, L. Becerril Balín (2013) ONLINE COLLABORATIVE LEARNING AND PATTERNS OF COORDINATION IN LEARNING GROUPS, INTED2013 Proceedings, pp. 3724-3730.
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