This article presents the results of a research developed with students of bachelor's degree in education from Autonomous University of Baja California, Mexico. In six small groups of students, collaborative learning processes in asynchronous communication technology environments were analyzed. Through a multiple case study methodology, the discourse displayed by the students during their collaboration was analyzed with a double focus: the cognitive discourse oriented to the knowledge construction and the discourse aimed to regulate the task. The results highlights that the establishment of goals, the formulation of positive expectations about the task, the monitoring of progress and the socio-emotional support are regulatory mechanisms that contribute strongly to the development of rich and profound processes of shared knowledge construction. A positive effect of the regulatory discourse on the cognitive activity of students is concluded.
Pese a los esfuerzos de las últimas décadas, la poca habilitación tecnológica dentro de las escuelas rurales de México ha quedado expuesta durante el cierre de escuelas por Covid-19. Se realizó un estudio exploratorio para identificar los niveles de brecha digital de acceso experimentados por los profesores de un centro educativo en una zona rural de México y explorar las estrategias de usos de las TIC desplegadas para dar continuidad académica durante la pandemia. Se constató que aun con acceso tecnológico limitado, se desarrollaron diversos usos de las TIC para el desarrollo de los procesos de enseñanza y de aprendizaje.
Para hacer frente a los riesgos de rezago y deserción escolar durante Covid-19, las universidades implementaron programas de apoyo y de atención tutorial virtuales. Los esquemas de acompañamiento profesor-estudiante se han documentado mayoritariamente, pero poco se ha dicho sobre otras modalidades como el acompañamiento entre pares. Bajo este panorama se planteó un diseño exploratorio para identificar los tipos de ayuda educativa desplegados durante la pandemia en el marco de un programa de tutorías entre iguales en una universidad mexicana. Los resultados evidencian que las ayudas más requeridas giran en torno al factor socioemocional del aprendizaje.
Resumen: El propósito de esta investigación fue explorar dos tipos de discurso que los estudiantes emplean en la realización de tareas colaborativas en línea: el discurso cognitivo, centrado en la construcción del conocimiento, y el discurso regulador, orientado al control del proceso colaborativo. Para ello, se realizó un estudio de casos múltiples en el que participaron seis grupos de estudiantes universitarios que durante cuatro semanas realizaron tareas colaborativas a través de foros de comunicación asíncrona. Los resultados del estudio muestran que el discurso regulador de los estudiantes centrado en la explicitación de expectativas positivas sobre la tarea académica, el monitoreo en torno a los contenidos de la tarea y el soporte socioemocional entre los participantes favorecen la presencia de un diálogo argumentativo, profundo y proactivo sobre los contenidos temáticos. Se concluye un efecto positivo del discurso regulador utilizado por los estudiantes sobre el conocimiento construido por los grupos.
High-level isolation units (HLIUs) are specially designed facilities for care and management of patients with suspected or confirmed high-consequence infectious diseases (HCIDs), equipped with unique infrastructure and operational features. While individual HLIUs have published on their experiences caring for patients with HCIDs and two previous HLIU consensus efforts have outlined key components of HLIUs, we aimed to summarise the existing literature that describes best practices, challenges and core features of these specialised facilities. A narrative review of the literature was conducted using keywords associated with HLIUs and HCIDs. A total of 100 articles were used throughout the manuscript from the literature search or from alternate methods like reference checks or snowballing. Articles were sorted into categories (eg, physical infrastructure, laboratory, internal transport); for each category, a synthesis of the relevant literature was conducted to describe best practices, experiences and operational features. The review and summary of HLIU experiences, best practices, challenges and components can serve as a resource for units continuing to improve readiness, or for hospitals in early stages of developing their HLIU teams and planning or constructing their units. The COVID-19 pandemic, a global outbreak of mpox, sporadic cases of viral haemorrhagic fevers in Europe and the USA, and recent outbreaks of Lassa fever, Sudan Ebolavirus, and Marburg emphasise the need for an extensive summary of HLIU practices to inform readiness and response.
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