Validation of a Scale of Interaction in Virtual Learning Environments
Keywords:
Interaction, Virtual contexts, learning virtual.Abstract
Various studies have pointed to the importance of interaction between the actors (teacher-student) in virtual learning environments. In this paper our objective is to evaluate the dimensions of interaction of distance-learning students in virtual learning environments. A Scale of Interaction in Virtual Learning Environments was constructed, based on Barberà, Badia and Monimó’s (2001) interaction typology. Assessment by expert judges was used to improve content validity. Subsequently the scale was applied to a sample of distance-learning high school students in order to identify psychometric properties. The scale had a reliability coefficient of .93 and the following factorial structure: Factor I) Learning support interactions with the advisor; Factor II) Interactions with the virtual environment learning materials; and Factor III) Dialogic interaction with peers. This measurement model was evaluated by means of CFA, which demonstrated adequate goodness-of-fit indices.Downloads
Download data is not yet available.
References
ANUIES, (2001). Diagnóstico de la educación superior en México. México.
Baker, F. (2001). The basic item response theory. EUA: ERIC.
Barberá, E., Badia, A. y Monimó, J. (2001). La incógnita de la educación a distancia. Barcelona: Horsori.
Bustos, S. A. y Coll, S. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Revista de Investigación educativa, 15(44), 163-184.
Cho, H., Stefanone, M. y Gay, G. (2002). Social information sharing in a CSCE community. En G., Stahl. (Ed.), Computer support for collaborative learning foundations for a CSCI. Community Proccedings of CSCI (pp. 43-50). Hillsdale, NJ: Lawrence Erlbaum.
Coll, C., Colombina, R., Onrubia, J. y Rochera, M. (1995). Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa. En F. Berrobal y M. Melero (Eds.). La interacción social en contextos educativos. Madrid: Siglo XXI.
Coll, C., Mauri, T. y Onrubia, J. (2008). El análisis de los procesos de enseñanza y aprendizaje mediados por TIC: una perspectiva constructivista. En E. Barbera, T. Mauri, y J. Onrubia (Coords.) Cómo valorar la Calidad de la enseñanza basada en las TIC. Pautas e Instrumentos. España: Grao.
Fainholc, B. (1999). La interactividad en la educación a distancia. Argentina: Paidós.
Fleiss, J. L. (1981). Statistical methods for rates and proportions. Nueva York: John Wiley and Sons.
García-Cabrero, B., Márquez, L., Bustos, A., Miranda, G. A. y Espíndola, S. (2008). Análisis de los patrones de interacción y construcción del conocimiento en ambientes de aprendizaje en línea: una estrategia metodológica. Revista Electrónica de Investigación Educativa, 10(1). Recuperado de http://redie.uabc.mx/vol10no1/contenido-bustos.html
García-Cabrero, B. y Pineda, V. (2010). La construcción del conocimiento en foros virtuales de discusión entre pares. Revista Mexicana de Investigación Educativa. 10(44), 85-111.
Garrison, R., Anderson, T. y Archer, W. (2000). Critical inquiry in a text-based environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R. y Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
Gunawardena, C., Lowe, C. y Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397-431.
Gunawardena, C. y Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8-25.
Hambleton, R. (2005). Issues. Designs and technical guidelines for adapting test into multiple languages and cultures. En R. K. Hambleton, P. F. Merenda y C. D. Spielberg (Eds.) Adapting educational and psychological test for cross-cultural assesment. Mahwah. NJ: Lawrence Erlbaum.
Hambleton, R. (2006). International test commission guidelines for test adaptation, 5th international conference on psychological and educational test adaptation across language and cultures. Recuperado de http://intestcom.org/Downloads/ITC2006Brussels/Session1.1.1HambletonKeynote
Haythornthwaire, C. (2002). Building social networks via computer networks. creating and sustaining distributed learning communities. En A. K. Renningers y W. Shumar (Eds.). Building Learning communities. Learning and change in cyberspace (pp. 159-190). Cambridge University Press.
Holmberg, B. (1985). Status and trends of distance education. Suecia: Lector Publishing.
Järvela, S. y Häkkinen, P. (2002). Web-based cases in teaching and learning: The quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1-22.
Jonassen, D., Carr, C. y Yueh, H. (1995). Computers as mindtools for engaging learners in critical thinking. TecTrends, 2, 24-32.
Jong-Baeg, K., Derry, S., Steinkuehler, C., Street, J. y Watson, J. (2000). Web-based online collaborative learning. Trabajo presentado en la American Educational Research Association Annual Meeting. Nueva Orleans, Louisiana.
Kline, R. B. (2005). Principles and practice of structural equation modeling. Nueva York: Guilford Press.
Lapointe, D. K. (2005). Effects of peer interaction facilitated by computer-mediated conferencing on learning outcomes. Memorias del 19th Annual Conference on Distance Teaching and Learning. Universidad de Wisconsin. Recuperado de http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_62.pdf
Lemke, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. México: Paidós.
Lipponen, L., Rahikainen, M., Lallino, J. y Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13(5), 487-509.
Mäkitalo-Siegl, K. (2008). From multiple perspectives to shared understanding: a small group in an online learning environment. Scandinavian Journal of Educational Research, 52(1), 77-95.
Nurmela, K., Lehtinen, E. y Palonen, T. (1999). Evaluating CSCI log files by social network analysis. En Hoadley (Eds.), Computer Support for Collaborative Learning (pp. 434-442). Mahwah, NJ: Lawrence Erlbaum.
Paz, V. y Wieland, K. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education, 29(2), 199-207.
Pérez, A. M. (2009). La comunicación y la interacción en contextos virtuales de aprendizaje. Apertura, 11, 36-47.
Rompelmann, L. (2002). Affective Teaching. Lanham, MD: University Press of America.
Scheuer, O. y McLaren, B. M. (2008). Helping teachers handle the lood of data in online student discussion. En B. P. Woolf, E., Almeur, R., Nkambou y S. P. Lajoie (Eds.). A intelligent tutoring systems (pp. 323-332). Alemania: Springer.
Staarman, J. K. J., Krol, K. y Van der Meijden, H. (2005). Peer interaction in three collaborative learning environments. Journal of Classroom Interaction, 40, (1), 29-39.
Wortham, D. W. (1999). Nodal and matrix analyses of communication patterns in small group. En C. Hoadley, (Ed.). Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum.
Baker, F. (2001). The basic item response theory. EUA: ERIC.
Barberá, E., Badia, A. y Monimó, J. (2001). La incógnita de la educación a distancia. Barcelona: Horsori.
Bustos, S. A. y Coll, S. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Revista de Investigación educativa, 15(44), 163-184.
Cho, H., Stefanone, M. y Gay, G. (2002). Social information sharing in a CSCE community. En G., Stahl. (Ed.), Computer support for collaborative learning foundations for a CSCI. Community Proccedings of CSCI (pp. 43-50). Hillsdale, NJ: Lawrence Erlbaum.
Coll, C., Colombina, R., Onrubia, J. y Rochera, M. (1995). Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa. En F. Berrobal y M. Melero (Eds.). La interacción social en contextos educativos. Madrid: Siglo XXI.
Coll, C., Mauri, T. y Onrubia, J. (2008). El análisis de los procesos de enseñanza y aprendizaje mediados por TIC: una perspectiva constructivista. En E. Barbera, T. Mauri, y J. Onrubia (Coords.) Cómo valorar la Calidad de la enseñanza basada en las TIC. Pautas e Instrumentos. España: Grao.
Fainholc, B. (1999). La interactividad en la educación a distancia. Argentina: Paidós.
Fleiss, J. L. (1981). Statistical methods for rates and proportions. Nueva York: John Wiley and Sons.
García-Cabrero, B., Márquez, L., Bustos, A., Miranda, G. A. y Espíndola, S. (2008). Análisis de los patrones de interacción y construcción del conocimiento en ambientes de aprendizaje en línea: una estrategia metodológica. Revista Electrónica de Investigación Educativa, 10(1). Recuperado de http://redie.uabc.mx/vol10no1/contenido-bustos.html
García-Cabrero, B. y Pineda, V. (2010). La construcción del conocimiento en foros virtuales de discusión entre pares. Revista Mexicana de Investigación Educativa. 10(44), 85-111.
Garrison, R., Anderson, T. y Archer, W. (2000). Critical inquiry in a text-based environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R. y Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
Gunawardena, C., Lowe, C. y Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397-431.
Gunawardena, C. y Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8-25.
Hambleton, R. (2005). Issues. Designs and technical guidelines for adapting test into multiple languages and cultures. En R. K. Hambleton, P. F. Merenda y C. D. Spielberg (Eds.) Adapting educational and psychological test for cross-cultural assesment. Mahwah. NJ: Lawrence Erlbaum.
Hambleton, R. (2006). International test commission guidelines for test adaptation, 5th international conference on psychological and educational test adaptation across language and cultures. Recuperado de http://intestcom.org/Downloads/ITC2006Brussels/Session1.1.1HambletonKeynote
Haythornthwaire, C. (2002). Building social networks via computer networks. creating and sustaining distributed learning communities. En A. K. Renningers y W. Shumar (Eds.). Building Learning communities. Learning and change in cyberspace (pp. 159-190). Cambridge University Press.
Holmberg, B. (1985). Status and trends of distance education. Suecia: Lector Publishing.
Järvela, S. y Häkkinen, P. (2002). Web-based cases in teaching and learning: The quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1-22.
Jonassen, D., Carr, C. y Yueh, H. (1995). Computers as mindtools for engaging learners in critical thinking. TecTrends, 2, 24-32.
Jong-Baeg, K., Derry, S., Steinkuehler, C., Street, J. y Watson, J. (2000). Web-based online collaborative learning. Trabajo presentado en la American Educational Research Association Annual Meeting. Nueva Orleans, Louisiana.
Kline, R. B. (2005). Principles and practice of structural equation modeling. Nueva York: Guilford Press.
Lapointe, D. K. (2005). Effects of peer interaction facilitated by computer-mediated conferencing on learning outcomes. Memorias del 19th Annual Conference on Distance Teaching and Learning. Universidad de Wisconsin. Recuperado de http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_62.pdf
Lemke, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. México: Paidós.
Lipponen, L., Rahikainen, M., Lallino, J. y Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13(5), 487-509.
Mäkitalo-Siegl, K. (2008). From multiple perspectives to shared understanding: a small group in an online learning environment. Scandinavian Journal of Educational Research, 52(1), 77-95.
Nurmela, K., Lehtinen, E. y Palonen, T. (1999). Evaluating CSCI log files by social network analysis. En Hoadley (Eds.), Computer Support for Collaborative Learning (pp. 434-442). Mahwah, NJ: Lawrence Erlbaum.
Paz, V. y Wieland, K. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education, 29(2), 199-207.
Pérez, A. M. (2009). La comunicación y la interacción en contextos virtuales de aprendizaje. Apertura, 11, 36-47.
Rompelmann, L. (2002). Affective Teaching. Lanham, MD: University Press of America.
Scheuer, O. y McLaren, B. M. (2008). Helping teachers handle the lood of data in online student discussion. En B. P. Woolf, E., Almeur, R., Nkambou y S. P. Lajoie (Eds.). A intelligent tutoring systems (pp. 323-332). Alemania: Springer.
Staarman, J. K. J., Krol, K. y Van der Meijden, H. (2005). Peer interaction in three collaborative learning environments. Journal of Classroom Interaction, 40, (1), 29-39.
Wortham, D. W. (1999). Nodal and matrix analyses of communication patterns in small group. En C. Hoadley, (Ed.). Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum.
Downloads
-
HTML
-
PDFSPANISH 589
Article abstract page views: 1181
Published
2014-12-18
