Propuesta de un modelo analítico de artículos de aprendizaje colaborativo a nivel universitario publicados en los últimos cinco años

Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22-42. https://doi.org/10125/44681

Aqlan, F. & Zhao, R. (2022). Assessment of collaborative problem solving in engineering students through hands-on simulations. IEEE Transactions on Education, 65(1), 9-17. https://doi.org/10.1109/TE.2021.3079523.

Arellano-Becerril, E. & Escudero-Nahón, A. (2022). Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática. Revista de Investigación Educativa de la Rediech, 13. https://doi.org/10.33010/ie_rie_rediech.v13i0.1492

Badia, A., Becerril, L. & Romero, M. (2010). La construcción colaborativa de conocimiento en las redes de comunicación asíncronica y escrita (RCAE): una revisión de los instrumentos analíticos. Cultura y Educación, 22(4), 455-474. https://dialnet.unirioja.es/servlet/articulo?codigo=3338381

Barrera, R. A., Montaño, R. M., Marín, P. E. & Chávez, J. E. (2021). Trabajo colaborativo y la ecología del aprendizaje. Formación Universitaria, 14(6), 3-12. http://dx.doi.org/10.4067/S0718-50062021000600003

Baturay, M. H. & Toker, S. (2019). The comparison of trust development in virtual and facte-to-face collaborative learning groups. Turkish Online Journal of Distance Education, 20(3), 153-164.

Beltrán-Martín, I. (2022). Una propuesta de aprendizaje cooperativo basada en el uso de Padlet. Tecnología, Ciencia y Educación, 22, 7-38. https://doi.org/10.51302/tce.2022.654

Borge, M., Shiou, Y. & Penstein, C. (2018). Learning to monitor and regulate collective thinking processes. International Journal of Computer-Supported Collaborative Learning, 13(1). 61-92. http://dx.doi.org/10.1007/s11412-018-9270-5

Castellaro, M. & Dominino, M. (2011). El proceso colaborativo en niños de escolaridad inicial y primaria. Una revisión de trabajos empíricos. Revista Intercontinental de Psicología y Educación, 13(2), 119-145. https://dialnet.unirioja.es/servlet/articulo?codigo=6540917

Castellaro, M., Dominino, M. & Roselli, N. (2011). La influencia de la desigualdad intelectual en la interacción colaborativa de díadas de niños de ocho años. Psicología desde el Caribe, (27), 1-39. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-417X2011000100002

Chen, J., Wang, M., Kirschner, P. A. & Tsai, C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: a meta-analysis. Review of Educational Research, 88(6), 799-843. https://doi.org/10.3102/0034654318791584

Cheng L. C. & Chu H. C. (2019). An innovative consensus map-embedded collaborative learning system for ER diagram learning: sequential analysis of students’ learning achievements. Interactive Learning Environments, 27(3), 410-425. https://doi.org/10.1080/10494820.2018.1482357

Cole, M. (1990). Cognitive development and formal schooling: the evidence from socio-cultural research En L. Moll (Ed.), Vygotski and Education (pp. 89-110). Cambridge University Press.

Curay, P. A. (2022). El aprendizaje colaborativo: una respuesta para la enseñanza con herramientas virtuales. Revisa Educare, 26(3), 269-283. https://doi.org/10.46498/reduipb.v26i3.1805

Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213. https://doi.org/10.1016/S0959-4752(03)00068-9

Deutsch, M. (1949). A Theory of Cooperation and Competition. Human Relations, 2(2), 129-152. https://doi.org/10.1177/001872674900200204

Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1996). The evolution of research on collaborative learning En E. Spada y P. Reiman (Ed.), Learning in Humans and Machine: Towards an interdisciplinary learning science (pp. 189-211). Elsevier.

Dillenbourg, P. (1999). What do you mean by collaborative learning? En P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches. Elsevie Science.

Doise, W. & G. Mugny (1981). Le developpement social de l’intelligence. Intereditions.

Duret, D., Christley, R., Denny, P. & Senior, A. (2018). Collaborative learning with PeerWise. Research in Learning Technology, 26, 1-13. https://doi.org/10.25304/rlt.v26.1979

Ecos, A., Manrique, Z., & Huamán, J. (2020). Análisis de grupos de trabajo virtuales y su relación con el aprendizaje colaborativo de la matemática en estudiantes universitarios. Propósitos y Representaciones, 8(SPE3). http://dx.doi.org/10.20511/pyr2020.v8nSPE3.595

Fernández, P. & Melero, M. A. (1995). La interacción social en contextos educativos. Siglo XXI.

Guo, Z. & Barmaki, R. (2020). Deep neural networks for collaborative learning analytics: Evaluating team collaborations using student gaze point prediction. Australasian Journal of Educational Technology, 36 (6). https://eric.ed.gov/?id=EJ1280968

Granado-Peinado, M., Mateos, M., Martín, E. & Cuevas, I. (2019). Teaching to write collaborative syntheses in higher education. Reading and Writing, 32, 2037-2058. https://doi.org/10.1007/s11145-019-09939-6

Hayashi, Y. (2020). Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance. International Journal of Computer-Supported Collaborative Learning, 15(4), 469-498. https://doi.org/10.1007/s11412-020-09333-3

Heimbuch, S., Ollesch, L. & Bodemer, D. (2018). Comparing effects of two collaboration scripts on learning activities for wiki based environments. International Journal of Computer-Supported Collaborative Learning, 13, 331-357. https://doi.org/10.1007/s11412-018-9283-0

Heinonen, K., De Grez, N., Hämäläinen, R., De Wever, B. & van der Mejis, S. (2020). Scripting as a pedagogical method to guide collaborative writing: university students’ reflections. Research and Practice in Technology Enhanced Learning, 15(15). https://doi.org/10.1186/s41039-020-00131-x

Hernández, G., Cossío, E. & Martínez, M. E. (2020). Escritura epistémica de estudiantes universitarios en un sistema de actividad de cognición distribuida. Revista Mexicana de Investigación Educativa, 25(86), 519-547. https://www.scielo.org.mx/scielo.php?pid=S1405-66662020000300519&script=sci_abstract

Hutchins, E. (1991). The social organization of distributed cognition En L. Resnick, J. Levine, y S. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 283-307). American Psychological Association

Järvenoja, H., Näykki, P. & Törmänen, T. (2019). Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? Studies in Higher Education, 44(10), 1747-1757. https://doi.org/10.1080/03075079.2019.1665318

Johnson, D., & Johnson, R. (1999). Aprender juntos y solos. Aiqué.

Lambić, D., Lazović, B., Djenić, A. & Marić, M. (2018). A novel metaheuristic approach for collaborative learning and group formation. Journal of Computer Assisted Learning, 34(6), 907-916. https://doi.org/10.1111/jcal.12299

Leng, J., Yi, Y. & Gu, X. (2021). From cooperation to collaboration: investigating collaborative group writing and social knowledge construction in pre-service teachers. Educational Technology Research and Development, 69(5), 2377–2398. https://doi.org/10.1007/s11423-021-10020-9

Lewis, R. (2003). Pourquoi apprendre à collaborer. En C. Bernadette y D. Peraya (Eds.). Technologie et Innovation en Pédagogie. Dispositifs Innovants de Formation Pour l’Enseignement Supérieur (pp. 137-139). Éditions De Boeck Université.

Luque, A. M., Pérez, I. R., Aguilar, J. A. & Rozas, M. R. (2021). Aprendizaje cooperativo y habilidades sociales: Universidad Nacional Jorge Basadre Grohmann. Horizonte de la Ciencia, 11(21), 239-254. https://doi.org/10.26490/uncp.horizonteciencia.2021.21.909

Menekse, M. & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 44(5), 702-725. https://doi.org/10.1080/03043797.2018.1538324

Niari, M. (2021). To use or not use collaborative learning techniques in teleconference teaching? A case study from the Hellenic Open University. Journal of Learning for Development, 8(1), 93-110.

Niño-Carrasco, S. & Castellanos-Ramírez, J. (2020). Estrategias de regulación y procesos de escritura colaborativa en línea para el aprendizaje en estudiantes universitarios. Revista de Investigación de la Universidad De La Salle Bajío, 12(2). 1-29. doi.org/10.21640/ns.v12i25.2499

Nykopp, M., Marttunen, M. & Erkens, G. (2018). Coordinating collaborative writing in an online environment. Journal of Computing in Higher Education, 31, 536-556. https://doi.org/10.1007/s12528-018-9203-3

Olaya, M. L. & González-González, G. M. E. (2020). Cooperative learning to foster reading skills. Gist Education and Learning Research Journal, 21, 119-139.

Palacios-Núñez, M., Deroncele-Acosta, A. & Goñi, F. F. (2022). Aprendizaje colaborativo en línea: factores de éxito para su efectividad. Revista Conhecimiento Online, 2(14), 158-179. https://doi.org/10.25112/rco.v2.2925

Panitz, T. (1997). Collaborative versus cooperative learning –a comparison of the two concepts which will help us understand the underlying nature of interactive learning-. Cooperative Learning and College Teaching, 8(2).

Perret-Clermont, A. (1984). La construcción de la inteligencia en la interacción social. Aprendiendo con los compañeros. Visor.

Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: an efficient framework for collaborative writing. SAGE OPEN, 11(1). https://doi.org/10.1177/2158244021998363

Rafael-Cosme, R. E. (2022). Aprendizaje colaborativo y su influencia en el desarrollo de capacidades de matemática básica en estudiantes universitarios. 593 Digital Publisher CEIT, 7(1), 53-62. https://doi.org/10.33386/593dp.2022.1.816

Reyes-Cabrera, W. (2022). Gamificación y aprendizaje colaborativo en línea: un análisis de estrategias en una universidad mexicana. Alteridad, 17(1), 24-35. https://doi.org/10.17163/alt.v17n1.2022.02

Rode, C. A., Amezcua, V. & Guerrero, S. L. (2018). Percepciones de la interacción y la comunicación en el trabajo colaborativo con TIC: comparativa de los alumnos de Licenciatura en Comunicación y Periodismo y de la Licenciatura en Desarrollo Local de la Universidad Autónoma de Querétaro. Global Media Journal México, 15(29), 22-40. https://www.redalyc.org/journal/687/68758895003/html/

Rogoff, B. (1993). Children’s guided participation and participatory appropriation En sociocultural activity en R. Wozniak y K. Fisher (Ed.), Development in Context: Acting and thinking in specific environments (pp. 121-153). Lawrence Erlbaum Associates.

Rojas, D. F., Zambrano, C. & Salcedo, P. (2019). Método para la formación de grupos colaborativos mediante disponibilidad léxica. Revista Electrónica de Investigación Educativa, 21(1), 1-12. https://doi.org/10.24320/redie.2019.21.e36.2095

Roselli, N. D., Castellaro, M. & Peralta, N. S. (2022). La teoría del conflicto sociocognitivo del desarrollo: una mirada retrospectiva a partir de investigaciones propias. Interdisciplinaria, 39(3), 275-291. https://doi.org/10.16888/interd.2022.39.3.16

Roselli, N. D. (2016a). Los beneficios de la regulación externa de la colaboración sociocognitiva entre pares: ilustraciones experimentales. Revista Puertorriqueña de Psicología, 27(2), 354-367. https://repositorio.uca.edu.ar/handle/123456789/6175

Roselli, N. D. (2016b). El aprendizaje colaborativo: bases teóricas y estrategias aplicables en la enseñanza universitaria. Propósitos y Representaciones, 4(1), 219-280. http://dx.doi.org/10.20511/pyr2016.v4n1.90

Roselli, N. D. & Cardoni, J. (2020). Mapas conceptuales vs. resúmenes: diferencias en las modalidades de construcción colaborativa. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.429

Ruiz, C. (2018). El aprendizaje colaborativo. Aplicación a la asignatura de Administración de Empresas. Congreso Nacional de Innovación Educativa y Docencia en Red. http://dx.doi.org/10.4995/INRED2018.2018.8717

Sadita, L., Hirashima, T., Hayashi, Y., Wunnasri, W., Pailai, J., Junus, K. & Budi Santoso, H. (2020). Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course. Research and Practice in Technology Enhanced Learning, 15(19). https://doi.org/10.1186/s41039-020-00136-6

Salomon, G. (2001). Cogniciones Distribuidas. Amorrortu.

Schnaubert, L. & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1

Schneider, B., Dich, Y. & Radu, I. (2020). Unpacking the relationship between existing and new measures of physiological synchrony and collaborative learning: a mixed methods study. International Journal of Computer-Supported Collaborative Learning, 15(1), 89-113. https://doi.org/10.1007/s11412-020-09318-2

Silva, H., Lopes, J., Dominguez, C. & Morais, E. (2022). Lecture, cooperative learning and ccncept mapping: any dafferences on critical thinking development? International Journal of Instruction, 15(1), 765-780. https://doi.org/10.29333/iji.2022.15144a

Slavin, R.E. (1983). Cooperative learning. Longman.

Straub, S. & Rummel, N. (2021). Promoting regulation of equal participation in online collaboration by combining a group awarness tool and adaptive prompts. But does it even matter? International Journal of Computer-Supported Collaborative Learning, 16, 67-104. https://doi.org/10.1007/s11412-021-09340-y

Su, Y., Li, Y., Hu, H. & Rosé, C. P. (2018). Exploring college English language learners’ and social regulation of learning during wiki-supported collaborative reading activities. International Journal of Computer-Supported Collaborative Learning, 13(1), 35-60. https://doi.org/10.1007/s11412-018-9269-y

Tao, Y., Zhang, M., Su, Y. & Yanyan, L. (2022). Exploring college English language learners’ Social Knowledge Construction and Socio-Emotional Interactions During Computer-Supported Collaborative Writing Activities. Asia-Pacific Edu Res, 31, 613–622. https://doi.org/10.1007/s40299-021-00612-7

Tan, E., de Weer, J. G. & Stoyanov, S. (2021). Supporting interdisciplinary collaborative concept mapping with individual preparation phase. Educational Technology Research and Development, 69(2), 607-626. https://doi.org/10.1007/s11423-021-09963-w

Teng, M. F. (2021). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659-673. https://doi.org/10.1002/acp.3789

van Leeuwen, A. & Rummel, N. (2019). Orchestration tools to support the teacher during student collaboration: a review. Unterrichtswiss, 47(2), 143-158. https://doi.org/10.1007/s42010-019-00052-9

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Zhang, S., Chen, J., Wen, Y., Chen, H., Gao, Q. & Wang, Q. (2021). Capturing regulatory patterns in online collaborative learning: a network analytic approach. International Journal of Computer-Supported Collaborative Learning, 16(1), 37-66. https://doi.org/10.1007/s11412-021-09339-5

Zheng, X., Johnson, T. E. & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation and students’ acceptance. Educational Technology Research and Development, 68(6), 3527-3545. https://doi.org/10.1007/s11423-020-09868-0

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