Néstor Daniel Roselli

Rendimiento académico e interacción sociocognitiva de estudiantes en un entorno virtual

El objetivo de este estudio fue el analisis del rendimiento academico vinculado con las caracteristicas de interaccion sociocognitiva en un entorno virtual, en un curso con diseno hibrido o blended learning de nivel universitario. El caso sostuvo un diseno multi-metodo basado en una estrategia ecologica observacional y un cuestionamiento a mediciones tradicionales de rendimiento academico. Se analizaron los clics –entradas en distintas zonas del entorno- realizados en la plataforma para navegar en el entorno, los mensajes escritos en foros, las respuestas a un cuestionario sobre habitos y opiniones y las calificaciones obtenidas en examenes regulares. Los tres ejes de analisis fueron: 1) relacion entre uso de la plataforma con calificaciones academicas, opiniones y habitos; 2) construccion de perfiles de sujetos a partir de analisis de clases en relacion a las variables anteriores; 3) caracteristicas de los mensajes escritos en foros de cinco sujetos con alto y bajo rendimiento academico general. Los resultados muestran que 1) hubo diferencias significativas en las calificaciones y el agrado por utilizar la plataforma; 2) se distinguieron tres clases: uso bajo, medio y alto de plataforma con preferencias distintas en recursos, agrado al utilizarla, entre otros; 3) hubo diferencias notables en el contenido de los mensajes, especialmente en lo no estrictamente cognitivo.

Estudio exploratorio de la interacción colaborativa infantil en la realización de dibujos libres

Objective. This paper presents an exploratory and micro-analytical study of peer collaboration among children in a free drawing task. The characteristics of this process were also analyzed according to age group and socioeconomic context. Method. Cross-sectional research in which 82 children were grouped into 41 dyads. They were 4-, 8- and 12-years-old, belonging to advantaged and disadvantaged socioeconomic contexts. Each dyad performed a collaborative free drawing task. The main instrument was observation. The interaction was analyzed from two approaches: social modality of execution, and specific verbalization. Each approach was coded by a different system of categories. The data was processed by factorial and cluster analysis. Results. Data showed three global interactive modalities: dissociative (mainly associated with 4-years-old dyads), mixed (collaborative-asymmetrical) and cooperative (the last two mainly associated with 8- and 12-yearsold dyads). Also detected were specific associations between mixed modality – disadvantaged context and cooperative modality – advantaged contexts. Conclusion. The study offers new evidence on two main issues in recent studies on peer collaboration: a) the focus on the micro-analysis of interaction; b) the growing interest on more open-ended tasks compared to traditionally addressed tasks (problem solving and tasks in science or mathematics). Also, the current paper allows analyzing action and language jointly in collaborative interaction, considering that they were studied separately in most of investigations.