The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students' perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.
Bearing in mind that among the competences which are most valued by engineering corporations are the ability to make decisions, the capacity for teamwork, one's initiative and the capacity for solving problems together with an efficient communication, an experience based on active learning and team-working was carried out where participants had to put them into practice. Before starting the experience with the active learning strategy, students had to decide on what they understood by participation in multi-task teamwork and the way to measure it in order to self-assess their own participation and evaluate their peers' after the team-working experience; this study includes the rubric designed and tested by the participants. A quantitative analysis of the grades indicated that there were no significant differences between self and peer-assessment, except with regard to the students' preparation time to solve the team-working multitask.
Resumen:Tras un breve recorrido por los orígenes de la investigación-acción, en línea con la práctica reflexiva del profesor investigador, este estudio plantea las dificultades encontradas en dos grupos de estudiantes que presentan unos resultados ineficaces de trabajo grupal y describe la técnica colaborativa empleada en la experiencia para lograr unos resultados satisfactorios, el puzle de aronson. Tras su implementación se recogen los resultados y conclusiones obtenidas a través de un análisis cualitativo (para estudiar la percepción del alumno) y uno cuantitativo (para analizar el número de miembros de los grupos de trabajo que desarrollan sus tareas adecuadamente). Estos resultados pueden ayudar a los docentes a reflexionar y realizar los cambios necesarios en estas y en otras situaciones educativas. Palabras clave:Investigación-acción; trabajo en grupo; puzle de Aronson; percepciones de los estudiantes; análisis cualitativo; análisis cuantitativo. Abstract:This research study briefly reviews the origins of action-research in accordance with the reflective practice of lecturers-researchers; it sets out the difficulties found in two groups of students who obtained poor results when working in groups and describes the collaborative technique implemented to improve such a behavior, Aronson's jigsaw. After working with this technique our study analyses the students' perceptions by means of a qualitative analysis. a quantitative analysis of the number of students per team and the number of those who did their tasks adequately offer complementary results that can help lecturers reflect on the experience and fulfill any necessary changes in current and future educational settings. Key words:Action-research; teamwork; Aronson's jigsaw; students' perceptions; qualitative analysis; quantitative analysis. Investigación-acción para conseguir grupos colaborativos eficaces
ResumenEste estudio presenta los resultados de investigación obtenidos tras el análisis de las opiniones sobre el diagnóstico de competencias de innovación para la mejora de procesos de los participantes en un curso MOOC (Massive Open Online Course). En él se utiliza el Barómetro INCODE para la autoevaluación y los participantes emiten su opinión del instrumento post-tratamiento. Las preguntas de investigación cuestionan si el Barómetro INCODE identifica las competencias de innovación de los participantes y si se podría utilizar en el ámbito de la
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