Universitat de Barcelona
2017-04-20T10:57:59Z
2017-04-20T10:57:59Z
2008
2017-04-20T10:57:59Z
The present work studies the virtual collaborative elaboration of written documents in three groups of university students, and the influence of the assistance provided by the teacher on this elaboration. For the analysis a model of phases of collaborative construction of knowledge, adapted to the features of the studied tasks, is used. The results show that, although the students follow the instructions proposed by the teacher, they usually do not manage to reach the more advanced phases of collaborative construction of the model.
Artículo
Versión publicada
Inglés
Ensenyament assistit per ordinador; Educació superior; Computer-assisted instruction; Higher education
Universitat de Barcelona. Observatori de l'Educació Digital
Reproducció del document publicat a: http://revistes.ub.edu/index.php/IEM/article/view/11896
Interactive Educational Multimedia, 2008, num. 16, p. 33-53
cc-by-nc-nd (c) Engel Rocamora, Anna et al., 2008
http://creativecommons.org/licenses/by-nc-nd/3.0/es
