Valoración del uso de las herramientas colaborativas Wikispaces y Google Drive, en la educación superior

Baiges, Enric Brescó; Surroca, Noemí Verdú

doi:10.21556/edutec.2014.49.39

Cited by 3 publications

(6 citation statements)

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“…This work was done through the shared sheet in Google. Collaboration was one of the facilities of using a shared document in Google listed by Brescó and Verdú (2014); Firth and Mesureur (2010) also reported better results using Google drive in higher education.…”

Section: Discussionmentioning

confidence: 99%

“…This tool has Google docs, sheets, and slides. Brescó and Verdú (2014) assessed the use of collaborative tools such as Wikispaces and Google drive in higher education, Google drive obtained better outcomes for communication and organizing work. Furthermore, Moore (2016) emphasized Google Drive as an effective tool, to prepare students for the job market and to be competitive workers.…”

Section: Introduction and Review Of The Literaturementioning

confidence: 99%

“…Lastly, students´perceptions of the use of Google drive was also investigated. Brescó and Verdú (2014); Sadik (2016) reported that students' perspectives were positive regarding the use of Google drive. They perceived it as an easy, user-friendly, and useful tool for academic tasks.…”

Section: Introduction and Review Of The Literaturementioning

confidence: 99%

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The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension

Contreras-Jordán¹,

Ramírez-Ávila

2021

REALIA

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This study examined the effect of classifying vocabulary into parts of speech using Google Drive sheets in order to improve reading comprehension. Participants were 20 EFL stu- dents at a public university in Ecuador whose proficiency level in English was A1 and who were having problems understanding short passages in English. For this action research study, we used quantitative data gathered from pre- and post-surveys, quizzes, and pre- and post-tests. Results from the pre- and post-tests showed that the students improved their word recognition skills by 17% , which enhanced their reading comprehension by 14%. This was corroborated by the p-value =0.000, which shows that the results were due to classifying parts of speech. Additionally, Cohen’s d = 1.02 in the vocabulary section indicates a large impact on learning. However, there was a small effect size (Cohen’s d= 0.39) in reading comprehension. Six quizzes were administered and three of them were compared. These demonstrated a steady improvement in students’ meaning recall and word usage. The results of the survey indicate that the students changed their perspective of learn- ing vocabulary positively after the intervention. The implications of this study can be extended to other EFL teachers in higher education institutions who would like to improve their students’ read- ing comprehension. Future research should evaluate other parts of speech. We also recommend replicating this study with students who have a higher proficiency level in English.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Review Of The Literaturementioning

confidence: 99%

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The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension

Contreras-Jordán¹,

Ramírez-Ávila

2021

REALIA

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“…También podemos personalizar cada pregunta de forma que su respuesta sean obligatorias y de un formato establecido (por ejemplo: solo texto, solo número, solo correo electrónico, fecha, etc.). Luego de completar el diseño de nuestro formulario el mismo puede ser enviado por correo electrónico o podemos generar un enlace para compartir con nuestra posible muestra (29,30).…”

Section: Aplicativos De Google Driveunclassified

Herramientas informáticas para el estudiante de medicina investigador

et al. 2017

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Las tecnologías de la información y la comunicación agrupan a todo el conjunto de técnicas y dispositivos empleados para el tratamiento y la transmisión de datos esto hace que el acceso a internet se haga cada vez más global, sin embargo, deben tenerse criterios bien claros sobre su uso para evitar acceder a contenido poco fiable. La búsqueda de información puede resumirse en tres pasos principales: análisis conceptual, elección de base de datos y preparación de la sintaxis de la búsqueda. Estos pasos deben ser respetados y conocidos en los principales motores de búsqueda científica, así también deben conocerse los estilos a la hora de redactar las referencias bibliográficas, lo que es mucho más sencillo con el uso de gestores de referencias. En esta revisión se podrá encontrar todos los conceptos considerados fundamentales para cualquiera que quiera iniciarse o profesionalizarse en la investigación, sobre todo en el pregrado de medicina.

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“…On the other hand, it is possible to find works that information about the use of technological tools for the PKM (Ismail & Ahmad, 2015;Liu et al, 2017;Razmerita et al, 2009) and OCW, mainly those that are part of the Google application suite, inserted in Google Drive, and Microsoft, inserted in the old Office Live, and currently in OneDrive, Office 365 and Teams, both in basic and university education (Abrams, 2016;Brescó Baiges & Verdú Surroca, 2014;Castellanos Sánchez & Martínez de la Muela, 2013;Miseviciene et al, 2011;Naik et al, 2013;Oliveira & Terra, 2021;Rienzo & Han, 2009;Srba, 2010).…”

Section: Introductionmentioning

confidence: 99%

The use of online collaborative writing tools by Ph.D. students

Oliveira¹,

Terra²

2021

Preprint

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One of the characteristics of personal knowledge management is sharing this knowledge with peers, which can also be accomplished through tools. That said, this work communicates an empirical investigation that explored the use of online collaborative writing tools (OCW), by individuals as students of two programs in the field of Information Sciences in Portugal, intending to know, the point of view about OCWs throughout this cycle of studies. These objectives were achieved through a mixed methodology, using an exploratory and research approach. As research techniques, a bibliography and a questionnaire were used. It was observed the majority use of three OCWs, considered important for the academic path. On the other hand, it seems that the aforementioned doctoral programs could contribute more actively to the use of these OCW. This work intends to inform other investigations about the students' relationship with the OCW, collaborate so that the students themselves become aware of these tools, and contribute with the educational programs to rethink the practices that support this use.

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Valoración del uso de las herramientas colaborativas Wikispaces y Google Drive, en la educación superior

Cited by 3 publications

References 0 publications

The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension

The Effect of Classifying Vocabulary into EFL Student’s Reading Comprehension

Herramientas informáticas para el estudiante de medicina investigador

The use of online collaborative writing tools by Ph.D. students

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