Collaborative Learning: The Educational Perspective of Facebook

Gutiérrez-Aguilar, Olger; Salas-Valdivia, Leslie

doi:10.1109/laclo49268.2019.00065

Cited by 9 publications

(3 citation statements)

References 4 publications

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“…En la actualidad, los estudiantes cuentan con diversas formas de acceso a estos recursos educativos, promoviendo los aprendizajes colaborativos [28], ya sea por las redes sociales como WhatsApp, Telegram y Facebook, o por plataformas educativas, repositorios, navegando por internet. Por lo tanto, resulta pertinente acceder a recursos de fuentes confiables y validadas, con el objetivo de tener información actualizada y veraz.…”

Section: Conclusionesunclassified

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

Salas-Valdivia

Aguilar

2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

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This article seeks to provide an enriching contribution in relation to the implications that facilitate facilitating and increasing the levels of appropriation of open educational resources (REA) in educational institutions in Peru and Latin America, both at the school level and at the higher level in the context of the COVID 19 pandemic, this study was conducted at the I.E. 41008 Manuel Muñoz Najar (Arequipa), had as objects of study both teachers and students; therefore the states in question are shown on their level of appropriation. On the other hand, this work seeks to provide a series of guidelines to boost its accessibility. In conclusion, the incorporation, appropriation, reuse and promotion of open educational resources in the current educational context that the planet is going through, mediated by the use of technology, is favorable for both teachers and students, since these reused resources, adapted and contextualized to the social, educational and geographical reality, and above all cultural. These aspects allow the generation of significant learning, which manages to trigger very positively, the development of competencies that allow to form citizens prepared for the postpandemic stage, who know how to face the challenges and problems that arise both in their personal and work lives. For the elaboration of these proposals, the results obtained, specialized bibliographic consultation and successful records of other institutions were taken into consideration.

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Section: Conclusionesunclassified

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

Salas-Valdivia

Aguilar

2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

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“…The importance of the exchange of digital information lies in the use of digital technologies with a wide range of application possibilities; that is, they are multiple and diverse [9], especially in collaborative activities through online learning networks such as the Web Quest, wikis, forums, blogs, web pages, chats, Facebook groups [10] [11]. The use of information through the Internet has a big impact on how education is rethought so that students can learn more and work together with their classmates, which is mediated by affectivity [12].…”

Section: Introductionmentioning

confidence: 99%

Digital information in user satisfaction mediated by digital inclusion in university students in extreme economic situation

Gutierrez-Aguilar,

Torres Cheje De Manchego,

Calisaya-Gutierrez

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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The research sought to ascertain the relationship between digital information, which includes the exchange of digital information, information exchange, information need, and information search, as predictor variables in user satisfaction, and digital inclusion as a mediating variable. The methodology for the study follows a non-experimental research design; an electronic questionnaire (n = 30; = 0.959; = 0.959) is administered to a sample of 233 university students from a public university in southern Peru under harsh economic conditions, using reliability and validity tests, factor analysis, and structural equation modeling with partial least squares. The results have shown a statistically significant effect between digital inclusion and satisfaction among university students in extreme poverty, and the levels of satisfaction and user satisfaction maintain a close dependency relationship. The exchange of information positively influences digital inclusion in the same way, that information search maintains a statistically significant relationship.

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“…Interactivity, for its part, is one of the key success factors in the teaching-learning process in distance education, undoubtedly interactivity is seen as a variable that influences motivation and with it the commitment of students towards the study [12], thus, improving digital skills that allow educational socialization [13]. Interpretation from an approach centered on constructivist epistemology requires taking into account five levels of learning: learning, learning to learn, learning to unlearn, learning to relearn and learning new ways of learning.…”

Section: Introductionmentioning

confidence: 99%

Affective Support Mediated by an On-Line Constructivist Environment in Times of Covid-19

Gutiérrez-Aguilar

Turpo-Gebera

2021

Smart Innovation, Systems and Technologies

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The main objective is to know the level of influence of the factors that make up the Constructivist On-Line Learning Environment Survey (COLLES) questionnaire, on affective support, mediated through the LMS Blackboard Learn, in engineering students at the level of undergraduate degree at a private university in Peru in times of Covid-19, using the PLS-SEM methodology, which is a multivariate method called Modeling of Structural Equations with Partial Least Squares. The results obtained from the exploratory and confirmatory factorial analysis, has allowed to corroborate that the most important factor in collaboration as a basis for meaningful learning is affective support, in which affective/cognitive mediations are established between students.

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Collaborative Learning: The Educational Perspective of Facebook

Cited by 9 publications

References 4 publications

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

Digital information in user satisfaction mediated by digital inclusion in university students in extreme economic situation

Affective Support Mediated by an On-Line Constructivist Environment in Times of Covid-19

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