Methodologies to improve communication in virtual learning environments

Abstract

The main advances in education and the current expansion of training models are due to the incorporation of information and communication technologies (ICTs), as well as pedagogical elements arising from the socio-cultural approach. Communication is an essential element in the processes of teaching and learning in this educational approach. Therefore, ICTs offer us an excellent innovative support, allowing use to make use of such virtual learning environments as Collaborative Computer-Assisted Learning (CSCL), which enables communication, mediation and knowledge construction. Virtual communication is one of the essential elements in blended learning, and it is even starting to play an important role in traditional teaching environments. In this regard, we consider that a contribution from different teaching and learning experiences in virtual scenarios (Synergeia; BSCW; Moodle…) is necessary. In this article, we describe several cooperative and collaborative computer-mediated learning experiences with students of different educational levels. The results and conclusions on Collaborative Computer-Assisted Learning experiences reveal an improvement in motivation, academic performance and the development of social and communication skills, regardless of the use of cooperative (cooperative learning techniques) or collaborative learning. Los principales avances educativos y el actual auge de los modelos de formación se deben a la incorporación de las tecnologías de la información y la comunicación, así como a la aplicación de elementos pedagógicos provenientes de aproximación sociocultural. Desde este enfoque educativo, la comunicación es un elemento esencial en los procesos de aprendizaje y enseñanza, por tanto, estas herramientas, entendidas como artefactos tecnológicos de producción cultural, ofrecen un excelente soporte innovador, permitiendo contar con entornos virtuales de aprendizaje, como las ofrecidas por las plataformas para el aprendizaje colaborativo mediado por ordenador (CSCL) que favorecen la comunicación, la mediación y la construcción compartida del conocimiento (coconstrucción). La comunicación virtual es uno de los aspectos esenciales en la formación a distancia como también lo es la formación semipresencial (blended learning), que comienza a adquirir un importante papel en contextos presenciales que utilizan estos entornos como instancias complementarias destinadas a extender la clase fuera de las fronteras del aula. En este sentido, es relevante un aporte de las diversas experiencias telemáticas de aprendizaje que usan modalidades de aprendizaje cooperativo o colaborativo en entornos virtuales. En el trabajo que presentamos se organizan y describen experiencias de aprendizaje cooperativo y colaborativo mediado por ordenador con estudiantes de diferentes niveles educativos. Los resultados y conclusiones de dichas experiencias evidencian una mejora de habilidades sociales, habilidades comunicativas, motivación y rendimiento académico independientemente del tipo de modalidad de aprendizaje compartido.

B-Learning at Universities in Andalusia (Spain)

“…One factor associated to teachers' willingness is their confidence in the use of Information and Communication Technologies (ICT), the necessary skill level they perceive to be necessary for regular ICT use and the training received (Jones, 2004). The development of pedagogical competences is needed if the teaching potential of ICT is to be realized (McCarney, 2004;Reynolds, Treharne, & Tripp, 2003;Condi & Livingston, 2007;Hinojo, Aznar, & Cáceres, 2009;Salmerón, Rodríguez, & Gutiérrez, 2010).…”

Open Praxis, volumen 7 issue 1

“…In addition, there is evidence that learning increases due to the use of more senses or cognitive skills by students as they improve individual and collective communication; also, its use generates progress in academic, social and cognitive development (Salmerón et al, 2010).…”

“…One of its purposes was to promote solutions and profound changes that benefit all levels of education (Cabero, 2007); as well as to transmit knowledge through technological means acting as facilitators of learning (Marín, 1998;Salmerón, Rodríguez & Gutiérrez, 2010). Escamilla (2000) refers to ET as the use of instructional methods (procedures that help students achieve the learning objectives) and the media and information (anything that can transmit a message) to educate.…”

“…The purpose of ET is not to instruct in the use of media, but to teach contents; however, media are considered facilitators of learning that contribute to avoid failure and dropout, and also to improve interaction and generate progress in academic, social and cognitive development (Marín, 1998;Salmerón et al, 2010). Among the contributions of ET are new tools for education, multimedia materials or educational software, applications containing audio, video, images and hypertext that convey a message (Rodriguez & Vidal, 2010).…”

La Tablet en la escuela: Revisión bibliográfica en Scopus

“…saber (Salmerón, Rodríguez & Gutiérrez, 2010); facilitan una nueva estructura educativa, al vencer las fronteras espacio-tiempo habituales, gracias a los nuevos entornos y redes sociales que transforman la docencia y el aprendizaje (Maraza, 2016), permitiendo compartir experiencias educativas a distancia.…”