Web-based Cooperative Learning System

Secondary school music education students’ perception of technology-assisted cooperative learning (Percepción del alumnado de música de educación secundaria sobre el aprendizaje cooperativo asistido por tecnología)

“…However, the EG rated Trello as much more appropriate for measuring the same variables if we compare it to the other technologies used. Therefore, this online tool should be regarded as highly effective for putting into practice projects with some degree of organizational complexity and as a prime technology to support CL, contributing to achieving results which would not be possible if it did not mediate in the process, as also found by studies like Joo et al (2015).…”

“…Even though one working session was devoted to this particular factor, the result was somewhat diluted during the project due to the project's heavy demands and organizational complexity, despite the fact that the working groups worked and interacted reasonably well. Studies like Johnson and Johnson (1999), Kagan and Kagan (2009) and Ovejero (2018) show the influence of cooperative learning on students' academic performance, with higher benefits if the group is first trained on social skills. For this reason, this factor should be studied in greater depth in future research and is considered a limitation of this study.…”

“…Its benefits, which have been broadly and empirically proven, are increasingly making CL an instructional strategy worth bearing in mind. Joo et al (2015) also underscore that technology contributes to palliating problems of offline CL implementation.…”

“…Implementing cooperative work in the classroom is insufficient, as offline cooperative practices are limited in terms of time, space and use of information (Joo et al, 2015) and require a greater time investment to produce results. For this reason, technologies can be important tools to support cooperative learning.…”

“…Sus beneficios, amplia y empíricamente demostrados, convierten al AC en una estrategia metodológica cada día más a tener en cuenta. Joo et al (2015) subrayan además que la tecnología contribuye a paliar los problemas de la implementación offline del AC. Durante las décadas de 1970 y 1980 la expresión aprendizaje cooperativo ha predominado en la bibliografía especializada como término genérico asociado a las actividades o tareas grupales, siendo a partir de la década de los años noventa cuando empieza a ganar terreno la expresión aprendizaje colaborativo (Strijbos et al, 2004).…”