PEDAGOGICAL USE OF THE VISIBILITY IN A VIRTUAL LEARNING COMMUNITY AS A METHODOLOGICAL APPROACH
Manuela Beltran University (COLOMBIA)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Abstract:This paper reflects the methodological proposal of VisibiliTIC, a research that aims to describe the dynamic of a virtual learning community in relation to the process called knowledge building (KB) and collaborative working (also calledpartnership working), based on the pedagogical use of the visibility of academic production.
The methodology is set out from a mixed approach with an experimental and descriptive scope. The research is proposed in a subject called Ergonomics at VirtualUMB (The virtual branch of Manuela Beltran University located in Bogotá-Colombia). The sample was taken from this subject, in which two groups were taken and classified in: experimental and control. The experimental design includes an independent variable (Visibility of academic production), and the dependent variables (Knowledge Building) and (Collaborative Work) which are described below:
Visibility: It is understood as a general cathegory from the social theory (Brighenti, 2010) that reflects the position of an individual in a group and how it is perceived by their peers (Clifford, 1963). In this case it is aimed to determine the influence of theVisibility in the Collaborative Work and Knowledge Building (KB) in a virtual learning environment. In this specific case, it is used an approach called (PBL) “Problem-Based Learning”, suggested by the tutor. This strategy is kept in the control group, but in the experimental group is complemented with the pedagogical use of the visibility in two different actions: the first one is the consolidation of multiple scenarios for collaborative participation and more participation, monitoring and motivation by the tutor. The academic production is the same for both groups.
Collaborative work: It is understood as the conformation of an actor’s network, which is organized in collaborative units, in a Virtual Learning Community, where the transaction, diversity of ideas and appropriation of roles are involved (Hernández et al., 2012). The study is made through social network analysis (SNA). At first, a survey is designed and applied to identify the relationship between actors, after that and based on the standard "Student A works collaboratively with Student B". This standard will be the main part for the creation of the data entry matrices for UCINET. These matrices are processed in the software (UCINET), which creates the interaction networks (graphs) and calculates the measures of centrality: degree, between and closeness. The information identifies behavioral patterns and correlations between collaborative work and visibility.
Knowledge Building: It is understood as an academic product that emerges from the interaction between the actors of the virtual learning community. It also represents a content to learn in a collaborative environment (Hernández et al., 2012). The actors are selected through a visibility standard (the most visible) based on measures of centrality, based on this the content is analyzed (supported by ATLAS.TI) in Four central categories:
1) Levels of knowledge building (Gunawardena et al, 1997).
2) Interaction (Bossalasco et al, 2009).
3) Problem solving (Álvarez et al, 2006).
4) Designing and planning of strategies (Barberá et al, 2004).
Finally, it is important to note that this methodology pretends to integrate three different variables (Visibility, Knowledge building and Collaborative work), in order to describe the student’s performance in a virtual learning community.
Keywords: Visibility, collaborative work, knowledge building, social network analysis, content analysis.