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Título: Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support
Autor: Bordiés López, Osmel
Dimitriadis, Yannis A.
Año del Documento: 2016
Editorial: Graz University of Technology, Institut für Informationssysteme und Computer Medien (IICM)
Descripción: Producción Científica
Documento Fuente: Bordiés-López, O., Dimitriadis, Y. Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support. Journal of Universal Computer Science. 22(10):1398-1417, October 2016.
Resumen: Artifact flow represents an important aspect of teaching/learning processes, especially in CSCL situations in which complex relationships may be found. However, explicit modeling of CSCL processes with artifact flow may increase the cognitive load and associated effort of the teachers-designers and therefore decrease the efficiency of the design process. The empirical study, reported in this paper and grounded on mixed methods, provides evidence of the effort overload when teachers are involved in designing CSCL situations in a controlled environment. The results of the study illustrate the problem through the subjective perception of the participating teachers, complemented with objective parameters, such as time consumed, errors committed, uncertainty and objective complexity metrics.
Palabras Clave: Nuevas tecnologías
Aprendizaje colaborativo
Revisión por Pares: SI
DOI: 10.3217/jucs-022-10-1398
Patrocinador: Ministerio de Economía, Industria y Competitividad (Project Project TIN2014-53199-C3- 2-R)
Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)
Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA082U16)
Version del Editor: http://www.jucs.org/jucs_22_10/exploring_teachers_perceptions_on
Idioma: eng
URI: http://uvadoc.uva.es/handle/10324/24913
Derechos: info:eu-repo/semantics/openAccess
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