Interaction through mobile technology in short-term university courses

En la actualidad las escuelas de postgrados virtuales o a distancia programan el periodo académico en módulos que se desarrollan secuencialmente. El propósito de este artículo es analizar el impacto que la programación de cursos universitarios de corta duración (30 o 60 días) tiene sobre la frecuenc...

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Autores:: Mena Guacas, Andrés Felipe
Velandia R, Camilo A

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2020

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

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dc.title.spa.fl_str_mv	Interaction through mobile technology in short-term university courses
title	Interaction through mobile technology in short-term university courses
spellingShingle	Interaction through mobile technology in short-term university courses Educación Perspectiva de interacción Ambiente de aprendizaje colaborativo Comunicación móvil Efectos a corto plazo Curso universitario TG 2021 MAE Education Interaction approach Collaborative learning environment Mobile communication Short-term effects University course
title_short	Interaction through mobile technology in short-term university courses
title_full	Interaction through mobile technology in short-term university courses
title_fullStr	Interaction through mobile technology in short-term university courses
title_full_unstemmed	Interaction through mobile technology in short-term university courses
title_sort	Interaction through mobile technology in short-term university courses
dc.creator.fl_str_mv	Mena Guacas, Andrés Felipe Velandia R, Camilo A
dc.contributor.advisor.none.fl_str_mv	Arafeh, Sousan
dc.contributor.author.none.fl_str_mv	Mena Guacas, Andrés Felipe Velandia R, Camilo A
dc.subject.spa.fl_str_mv	Educación Perspectiva de interacción Ambiente de aprendizaje colaborativo Comunicación móvil Efectos a corto plazo Curso universitario
topic	Educación Perspectiva de interacción Ambiente de aprendizaje colaborativo Comunicación móvil Efectos a corto plazo Curso universitario TG 2021 MAE Education Interaction approach Collaborative learning environment Mobile communication Short-term effects University course
dc.subject.classification.spa.fl_str_mv	TG 2021 MAE
dc.subject.other.spa.fl_str_mv	Education Interaction approach Collaborative learning environment Mobile communication Short-term effects University course
description	En la actualidad las escuelas de postgrados virtuales o a distancia programan el periodo académico en módulos que se desarrollan secuencialmente. El propósito de este artículo es analizar el impacto que la programación de cursos universitarios de corta duración (30 o 60 días) tiene sobre la frecuencia y calidad de la interacción, cuando la comunicación se realiza a través de tecnologías móviles. La frecuencia corresponde a los mensajes generados por los actores de los entornos de aprendizaje, y la calidad se cuantificó utilizando una escala de niveles de interacción, que se opera con análisis de contenido de los mensajes emitidos por los actores. Los resultados muestran que en los cursos de corta duración no existe correlación entre interacción y rendimiento académico. Además, a lo largo del curso se presenta una tendencia negativa del número de personas que participa, y la frecuencia y calidad de la interacción.
publishDate	2020
dc.date.issued.none.fl_str_mv	2020-02
dc.date.accessioned.none.fl_str_mv	2021-04-20T19:24:37Z
dc.date.available.none.fl_str_mv	2021-04-20T19:24:37Z
dc.type.none.fl_str_mv	Artículos Científicos
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dc.identifier.uri.spa.fl_str_mv	https://doi.org/10.1016/j.heliyon.2020.e03287
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dc.identifier.bibliographicCitation.spa.fl_str_mv	Mena-Guacas, A. F. y Velandia, C. A. (2020) Interaction through mobile technology in short-term university courses. Heliyon, 6(2), 1-6. Recuperado de: https://doi.org/10.1016/j.heliyon.2020.e03287.
identifier_str_mv	24058440 Mena-Guacas, A. F. y Velandia, C. A. (2020) Interaction through mobile technology in short-term university courses. Heliyon, 6(2), 1-6. Recuperado de: https://doi.org/10.1016/j.heliyon.2020.e03287.
url	https://doi.org/10.1016/j.heliyon.2020.e03287 https://hdl.handle.net/20.500.12494/33927
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dc.relation.references.spa.fl_str_mv	Aghaee, N., Keller, C., 2016. ICT-supported peer interaction among learners in Bachelor’s and Master’s thesis courses. Comput. Educ. 94, 276–297. Beauchamp, G., Joyce-Gibbons, A., Mc Naughton, J., Young, N., Crick, T., 2019. Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools. Br. J. Educ. Technol. 50, 3214–3232. Blaine, A., 2019. Interaction and presence in the virtual classroom: an analysis of the perceptions of students and teachers in online and blended advanced placement courses. Comput. Educ. 132, 31–43 Borokhovski, E., Bernard, R., Tamim, R., Schmid, R., Sokolovskaya, A., 2016. Technologysupported student interaction in post-secondary education: a meta-analysis of designed versus contextual treatments. Comput. Educ. 96, 15–28. Chang, A., Bordia, P., Duck, J., 2003. Punctuated equilibrium and linear progression: toward a new understanding of group development. Acad. Manag. J. 46, 106–117. Chen, J., Wang, M., Kirschner, P., Tsai, C., 2018. The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: a meta-analysis. Rev. Educ. Res. 88, 799–843. Cung, B., Xu, D., Eichhorn, S., 2018. Increasing interpersonal interactions in an online course: does increased instructor e-mail activity and a voluntary in-person meeting time facilitate student learning? Online Learn. 22, 193–215 Garrison, D., 1991. Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. Int. J. Lifelong Educ. 10, 287–303 Hamid, S., Waycott, J., Kurnia, S., Chang, S., 2015. Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. Internet High Educ. 26, 1–9. Joksimovi c, S., Ga sevi c, D., Loughin, T., Kovanovi c, V., Hatala, M., 2015. Learning at distance: effects of interaction traces on academic achievement. Comput. Educ. 87, 204–217. Kent, C., Laslo, E., Rafaeli, S., 2016. Interactivity in online discussions and learning outcomes. Comput. Educ. 97, 116–128 Kurucay, M., Inan, F., 2017. Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Comput. Educ. 115, 20–37 Luo, N., Zhang, M., Qi, D., 2017. Effects of different interactions on students’ sense of community in e-learning environment. Comput. Educ. 115, 153–160. Mei, B., May, L., 2018. Reflective renovation: insights from a collaborative and active learning space project evaluation. Australas. J. Educ. Technol. 34, 17–26 Marc, E., Picard, D., 1992. La Interacci on Social (1st Edici on). EdicionesPaid osIb erica, S.A, Buenos Aires Mena-Guacas, A., 2018. Aprendizaje red como alternativa te orica y metodol ogica para el fomento de la interacci on en escenarios de aprendizaje universitarios de modalidad virtual. Universidad Nacional de Educaci on a Distancia (Espa~na). Escuela Internacional de Doctorado. Programa de DoctoradoenEducaci on, Madrid. http://e-s pacio.uned.es/fez/view/tesisuned:ED-Pg-Educac-Afmena Mena-Guacas, A., Santove~na, S., 2019. WhatsApp and formulating guidelines on network interaction during the learning process in the university classroom. Int. J. Eng. Res. Innovat. 11, 121–136. https://www.upo.es/revistas/index.php/IJERI/article/view/ 3023. Michinov, N., Michinov, E., 2008. Face-to-face contact at the midpoint of an online collaboration: its impact on the patterns of participation, interaction, affect, and behavior over time. Comput. Educ. 50, 1540–1557 Oztok, M., Zingaro, D., Makos, A., Brett, C., Hewitt, J., 2015. Capitalizing on social presence: the relationship between social capital and social presence. Internet High Educ. 26, 19–24. Shu, H., Gu, X., 2018. Determining the differences between online and face-to-face student–group interactions in a blended learning course. Internet High Educ. 39, 13–21. Vygotsky, L., 1978. Mind in Society. Harvard University Press, Cambridge Wang, M., Cheng, B., Chen, J., Mercer, N., Kirschner, P., 2017. The use of web-based collaborative concept mapping to support group learning and interaction in an online environment. Internet High Educ. 34, 28–40. Weiser, O., Blau, I., Eshet-Alkalai, Y., 2018. How do medium naturalness, teachinglearning interactions and students' personality traits affect participation in synchronous E-learning? Internet High Educ. 37, 40–51 Zheng, B., Warschauer, M., 2015. Participation, interaction, and academic achievement in an online discussion environment. Comput. Educ. 84, 78–89
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dc.coverage.temporal.spa.fl_str_mv	Vol. 6 No. 2
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spelling	Arafeh, SousanMena Guacas, Andrés FelipeVelandia R, Camilo AVol. 6 No. 22021-04-20T19:24:37Z2021-04-20T19:24:37Z2020-0224058440https://doi.org/10.1016/j.heliyon.2020.e03287https://hdl.handle.net/20.500.12494/33927Mena-Guacas, A. F. y Velandia, C. A. (2020) Interaction through mobile technology in short-term university courses. Heliyon, 6(2), 1-6. Recuperado de: https://doi.org/10.1016/j.heliyon.2020.e03287.En la actualidad las escuelas de postgrados virtuales o a distancia programan el periodo académico en módulos que se desarrollan secuencialmente. El propósito de este artículo es analizar el impacto que la programación de cursos universitarios de corta duración (30 o 60 días) tiene sobre la frecuencia y calidad de la interacción, cuando la comunicación se realiza a través de tecnologías móviles. La frecuencia corresponde a los mensajes generados por los actores de los entornos de aprendizaje, y la calidad se cuantificó utilizando una escala de niveles de interacción, que se opera con análisis de contenido de los mensajes emitidos por los actores. Los resultados muestran que en los cursos de corta duración no existe correlación entre interacción y rendimiento académico. Además, a lo largo del curso se presenta una tendencia negativa del número de personas que participa, y la frecuencia y calidad de la interacción.Nowadays, online or distance learning postgraduate schools program the academic period in different sequentially developed modules. This article assesses the impact of the programming of short-term university courses (30–60 days) on the frequency and quality of interaction when communication takes place through mobile technologies. Frequency corresponded to the messages generated by actors in learning environments, and quality was quantified using a scale of interaction levels operated by assessing the content of the messages issued by the actors. Results revealed that there is no correlation between interaction and academic performance in short-term courses. Additionally, a downward trend was observed in the number of individuals involved and in the frequency and quality of interaction throughout the course.1. Introduction. -- 1.1. Technology-mediated social interaction and collaboration for learning. -- 1.2. The “time” variable in interaction in a learning environment. -- 2. Materials and methods. -- 2.1. Participants. -- 2.2. Environmental design. -- 2.3. Characterization and group composition. -- 2.4. Role play group activity. -- 2.5. Interaction data. -- 2.5.1. Categorization process. -- 2.5.2. Means of communication. -- 2.5.3. Frequency and quality of interaction. -- 2.5.4. Activity wherein data were collected. -- 2.6. Correlations. -- 3. Results. -- 4. Discussion. -- 5. Conclusions. -- 5.1. Limitations. -- Declarations. -- References.http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001043145http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000331783https://orcid.org/0000-0001-8308-1712https://orcid.org/0000-0002-3292-4270https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003111andres.mena@ucc.edu.cocamilo.velandia.r@uniminuto.eduhttps://scholar.google.com/citations?user=paoFKrsAAAAJ&hl=eshttps://scholar.google.com/citations?user=d5tFjxcAAAAJ&hl=esp. 1 - 6Sousan Arafeh - Heliyon ElsevierUniversidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Maestría en Educación, BogotáMaestría en EducaciónBogotáhttps://www.sciencedirect.com/science/article/pii/S2405844020301328HeliyonAghaee, N., Keller, C., 2016. ICT-supported peer interaction among learners in Bachelor’s and Master’s thesis courses. Comput. Educ. 94, 276–297.Beauchamp, G., Joyce-Gibbons, A., Mc Naughton, J., Young, N., Crick, T., 2019. Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools. Br. J. Educ. Technol. 50, 3214–3232.Blaine, A., 2019. Interaction and presence in the virtual classroom: an analysis of the perceptions of students and teachers in online and blended advanced placement courses. Comput. Educ. 132, 31–43Borokhovski, E., Bernard, R., Tamim, R., Schmid, R., Sokolovskaya, A., 2016. Technologysupported student interaction in post-secondary education: a meta-analysis of designed versus contextual treatments. Comput. Educ. 96, 15–28.Chang, A., Bordia, P., Duck, J., 2003. Punctuated equilibrium and linear progression: toward a new understanding of group development. Acad. Manag. J. 46, 106–117.Chen, J., Wang, M., Kirschner, P., Tsai, C., 2018. The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: a meta-analysis. Rev. Educ. Res. 88, 799–843.Cung, B., Xu, D., Eichhorn, S., 2018. Increasing interpersonal interactions in an online course: does increased instructor e-mail activity and a voluntary in-person meeting time facilitate student learning? Online Learn. 22, 193–215Garrison, D., 1991. Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. Int. J. Lifelong Educ. 10, 287–303Hamid, S., Waycott, J., Kurnia, S., Chang, S., 2015. Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. Internet High Educ. 26, 1–9.Joksimovi c, S., Ga sevi c, D., Loughin, T., Kovanovi c, V., Hatala, M., 2015. Learning at distance: effects of interaction traces on academic achievement. Comput. Educ. 87, 204–217.Kent, C., Laslo, E., Rafaeli, S., 2016. Interactivity in online discussions and learning outcomes. Comput. Educ. 97, 116–128Kurucay, M., Inan, F., 2017. Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Comput. Educ. 115, 20–37Luo, N., Zhang, M., Qi, D., 2017. Effects of different interactions on students’ sense of community in e-learning environment. Comput. Educ. 115, 153–160.Mei, B., May, L., 2018. Reflective renovation: insights from a collaborative and active learning space project evaluation. Australas. J. Educ. Technol. 34, 17–26Marc, E., Picard, D., 1992. La Interacci on Social (1st Edici on). EdicionesPaid osIb erica, S.A, Buenos AiresMena-Guacas, A., 2018. Aprendizaje red como alternativa te orica y metodol ogica para el fomento de la interacci on en escenarios de aprendizaje universitarios de modalidad virtual. Universidad Nacional de Educaci on a Distancia (Espa~na). Escuela Internacional de Doctorado. Programa de DoctoradoenEducaci on, Madrid. http://e-s pacio.uned.es/fez/view/tesisuned:ED-Pg-Educac-AfmenaMena-Guacas, A., Santove~na, S., 2019. WhatsApp and formulating guidelines on network interaction during the learning process in the university classroom. Int. J. Eng. Res. Innovat. 11, 121–136. https://www.upo.es/revistas/index.php/IJERI/article/view/ 3023.Michinov, N., Michinov, E., 2008. Face-to-face contact at the midpoint of an online collaboration: its impact on the patterns of participation, interaction, affect, and behavior over time. Comput. Educ. 50, 1540–1557Oztok, M., Zingaro, D., Makos, A., Brett, C., Hewitt, J., 2015. Capitalizing on social presence: the relationship between social capital and social presence. Internet High Educ. 26, 19–24.Shu, H., Gu, X., 2018. Determining the differences between online and face-to-face student–group interactions in a blended learning course. Internet High Educ. 39, 13–21.Vygotsky, L., 1978. Mind in Society. Harvard University Press, CambridgeWang, M., Cheng, B., Chen, J., Mercer, N., Kirschner, P., 2017. The use of web-based collaborative concept mapping to support group learning and interaction in an online environment. Internet High Educ. 34, 28–40.Weiser, O., Blau, I., Eshet-Alkalai, Y., 2018. How do medium naturalness, teachinglearning interactions and students' personality traits affect participation in synchronous E-learning? Internet High Educ. 37, 40–51Zheng, B., Warschauer, M., 2015. Participation, interaction, and academic achievement in an online discussion environment. Comput. Educ. 84, 78–89EducaciónPerspectiva de interacciónAmbiente de aprendizaje colaborativoComunicación móvilEfectos a corto plazoCurso universitarioTG 2021 MAEEducationInteraction approachCollaborative learning environmentMobile communicationShort-term effectsUniversity courseInteraction through mobile technology in short-term university coursesArtículos Científicoshttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNINGUNAinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2PublicationORIGINAL2020_MenaVelandia_Interaction_through_mobile.pdf2020_MenaVelandia_Interaction_through_mobile.pdfapplication/pdf417088https://repository.ucc.edu.co/bitstreams/f2398a04-bdf8-4a90-b631-f271cd1541ec/download8cab3bc73607172205f6e7f072f221d6MD51LICENSElicense.txtlicense.txttext/plain; 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Interaction through mobile technology in short-term university courses

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