Improving the Use of Strategies in Computer-Supported Collaborative Processes

Collázos, César A.; Guerrero, Luis A.; Pino, José A.; Ochoa, Sergio F.

doi:10.1007/978-3-540-39850-9_22

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…However, Adhoc groups need it. The most important theme is to have a common element: to define an appropriate strategy, commitment and a common goal, as is presented by Collazos et al [15].…”

Section: Obtained Resultsmentioning

confidence: 97%

Teaching Software Engineering from a Collaborative Perspective: Some Latin-American Experiences

Giraldo

Collázos

Ochoa

et al. 2010

2010 Workshops on Database and Expert Systems Applications

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Teaching software engineering has been recognized as an important challenge for computer science undergraduate programs. Instruction in such area requires not only to deliver theoretical knowledge, but also to perform practical experiences that allow students to assimilate and apply such knowledge. This paper presents some results of two ComputerSupported Collaborative Learning (CSCL) experiences that involved students of software engineering courses from four Latin American Universities. The obtained results were satisfactory and indicate the reported collaborative activity could be appropriate to address teaching software engineering.

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Section: Obtained Resultsmentioning

confidence: 97%

Teaching Software Engineering from a Collaborative Perspective: Some Latin-American Experiences

Giraldo

Collázos

Ochoa

et al. 2010

2010 Workshops on Database and Expert Systems Applications

Self Cite

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“…In previous works (Collazos, Guerrero, Pino, & Ochoa, 2003b), the group which obtained the best result was formed by students from the same school who were used to working together; they knew each other, so it is not surprising that they had implicit strategies for working in a group. Therefore, their performance was better than that of the other participant groups.…”

Section: Resultsmentioning

confidence: 99%

“…Amongst several mechanisms that can be found in the scientific literature to characterise cooperation and collaboration (see, for example, Daradoumis, Martínez-Monés, & Xhafa, 2006;Duque, Bravo, & Ortega, 2011;Gaßner, Jansen, Harrer, Herrmann, & Hoppe, 2003), we have chosen the indicators proposed by Collazos et al (2003b), considering the following metrics: strategy definition, coordination activities, success criteria review, monitoring and performance. We have chosen these indicators because the metrics proposed are easily mapped to the information recorded in the logs of the system.…”

Section: Experimental Setting and Methodsmentioning

confidence: 99%

Design guidelines to foster cooperation in digital environments

Collázos

Padilla-Zea

Pozzi

et al. 2014

Technology, Pedagogy and Education

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A number of researchers argue that cooperative learning can promote greater productivity and more caring, supportive and committed relationships between students, active learning, critical thinking, the achievement of long-term learning objectives, conceptual understanding, long-term retention of information and high levels of student satisfaction. However, to obtain these potential advantages something more than forming and assigning them a common goal is needed: cooperation has to occur. This paper presents guidelines for designing group activities to foster cooperation by focusing on three elements of cooperative learning: (1) positive interdependence, (2) equal participation and (3) individual accountability in both individual and group learning scenarios. The authors also describe a software tool designed according to the model proposed in which some design guidelines have been implemented in order to support cooperative learning activities and allow the cooperative process to be monitored. The preliminary results show that the participants who have interacted with this software tool have obtained good cooperation scores and cooperative abilities have been fostered: participation, engagement and communication during learning activities.

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“…The most important issue is count on a common element to defme an appropriate strategy, commitment and a common goal [7].…”

Section: Results Of the Second Experiencementioning

confidence: 99%

CODILA: A Collaborative and Distributed Learning Activity applied to software engineering courses in Latin American Universities

Collazos

Ochoa

Zapata

et al. 2010

Proceedings of the 6th International ICST Conference on Collaborative Computing: Networking, Applications, Worksharing

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Software engineering education has been recognized as an important challenge in computer science undergraduate programs. Instruction in such area requires not only to deliver theoretical knowledge, but also to perform practical experiences that allow students to assimilate and apply such knowledge. This paper introduces a computer-supported Collaborative and Distributed Learning Activity (CODILA) that has been used to allow undergraduate students to acquire not only particular knowledge on software engineering, but also specific competencies or skills to collaborate in a distributed development team. The article also presents two experiences in which CODILA was applied. Such experiences involved students and instructors from five Latin American Universities. The obtained results were satisfactory and indicate this collaborative learning activity could be appropriate to address the instructional process in other disciplines.

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Improving the Use of Strategies in Computer-Supported Collaborative Processes

Cited by 7 publications

References 20 publications

Teaching Software Engineering from a Collaborative Perspective: Some Latin-American Experiences

Teaching Software Engineering from a Collaborative Perspective: Some Latin-American Experiences

Design guidelines to foster cooperation in digital environments

CODILA: A Collaborative and Distributed Learning Activity applied to software engineering courses in Latin American Universities

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