Montse Guitert

Supporting the composition of effective virtual groups for collaborative learning

In this paper, the authors explore the different processes involved in constructing effective virtual collaborative learning groups, especially why, when and how these processes affect group formation and to which degree they guarantee the creation of well-functioning and successful learning groups. A student can benefit from collaborative learning only if he/she participates in supportive learning teams. For this reason, their research interest is to aid and provide the means for the configuration of learning groups that are appropriate for different learning situations. A key issue in this process is to make the educational function and structure of collaborative learning groups clear, by identifying and making explicit both the individual and group learning and social goals, as well as the relationships, interaction processes and roles that determine the nature and idiosyncrasy of the group.

Which social elements are visible in virtual groups? Addressing the categorization of social expressions

Learning is a social process. That is why it is extremely important to understand how students interact socially in online courses and how it affects the learning process. However, social aspects, understood as those expressions or comments that go beyond strictly academic interaction, i.e. the need to carry out group work, are not clearly defined. Researchers have proposed different models of categories to observe or measure social aspects. This paper contributes to this field through addressing the categorization of social expression in online groups through a qualitative research procedure. Specifically, 19 indicators have been identified and organized into 4 categories: formal, attitudinal, emotional and informal. The findings suggest that those indicators related to formal and attitudinal aspects appear more often than emotional and informal ones. Different profiles (Psychology or Computer Engineering) as well as different levels of experience in online learning (beginners or experts) have also been analyzed, concluding that Psychology students turn to social expressions more often than Computer Engineering ones. As students progress in their undergraduate studies, social expressions are perceived and used to the extent that they ease the learning process.

ICT Competences for Net Generation Students

The Digital Literacy Area from the Open University of Catalunya participates in the European project eLene-TLC-One of the many outputs of the project is a competency framework of pedagogical and ICT skills for net generation students based on national and international competency frameworks provided by the partners of the project.

Tools for Collaborative Learning: The Use of Wiki

This study focuses on online collaborative learning. The main objective is to analyze how and why the students who start studying at the Universitat Oberta de Catalunya (UOC) use the wiki as a tool in order to develop a virtual project in small groups (3-5 members). Starting from a qualitative point of view, we analyzed a pilot test where wiki was introduced for collaborative work in the Digital Literacy subject. Two different student profiles were involved in this study: students from Computer Engineering and Psychology. The outcomes show that there are several factors that affect how students use the wiki. At the same time, the most important aspects of the wiki to construct a virtual project are analyzed.

Teacher collaboration network in Higher Education: reflective visions from praxis

Online collaboration is a relevant teaching method and has become a priority in education and research. In addition, it is becoming an essential skill for teachers. Taking this fact into consideration, this study focuses on online collaboration from the teachers’ perspective. The participants of our research develop their training activity in a fully online university and have teaching experience in online collaborative processes. Based on a case study methodology, the aim of this research is to develop an in-depth understanding of online collaborative hands-on experiences in context through their perceptions. The results provide evidence of the value of online teacher collaboration, which is useful not only for the improvement and innovation in their teaching, but also for their professional development and updating. It also highlights the value of online coordination to facilitate and promote the exchange of information and collaborative knowledge building for teacher–teacher collaboration.

Connecting inquiry-based learning with collaborative work in online education

Abstract This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the Digital Competence Program at the Universitat Oberta de Catalunya, which is designed considering the principles of collaborative work, implemented with a wide range of educational resources taking advantage of ICT benefits, is delivered online, and is finally evaluated from opinions voiced by students. In addition, it is a good example of a multidisciplinary approach since it covers several disciplines and helps to acquire a number of skills that professionals require in their personal and social environments and at the workplace.