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Revista Iberoamericana de la Educación, Vol - 7 No.4, October – December 2023
e-ISSN: 2737-632x
Pgs 19-28
* Ph.D, Director of the Intelligent
Systems Department, UBE,
mrmariduenaa@ube.edu.ec,
https://orcid.org/0000-0002-8876-
1896
** Msc. Professor of Intelligent
Systems, UBE, jfveram@ub.edu.ec,
http://orcid.org/0000-0003-2934-
0028
Received: March, 2023
Approved: June, 2023
DOI: https://doi.org/
10.31876/ie.v7i4.258
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Maridueña, M., Vera, J. (2023)
State of the Art (or Theoretical
Considerations) on the
efficiency of virtual
collaborative work activities in
the learning process. Revista
Iberoamericana De educación,
7(4) 19-28
State of the Art (or Theoretical
Considerations) on the efficiency of
virtual collaborative work activities in the
learning process
Estado del Arte (o Consideraciones Teóricas) sobre la eficiencia de las
actividades virtuales de trabajo colaborativo en el proceso de aprendizaje
Estado da Arte (ou Considerações Teóricas) sobre a eficiência das
actividades de trabalho colaborativo virtual no processo de aprendizagem
Milton Maridueña Arroyave*
Jorge Vera Mosquera**
Abstract
This paper emphasizes the importance of conceiving the curriculum
not as a fixed set of predefined programs, but as a provisional
description of a continuous process of experimentation in
educational practice. In this way, curriculum and learning analytics
become a dynamic resource that adapts to the changing needs of
students and the demands of society. Curriculum development
involves crucial aspects such as content selection and teaching
methods. Consequently, the fundamental question of how a teacher
applies his or her knowledge in the classroom. Teacher research
presents itself as a valuable tool for exploring the ways in which
educational principles are applied in specific contexts of action. This
approach, known as "Lesson and Learning Study," promotes the idea
of the teacher as researcher, fostering a mindset of continuous
improvement in teaching. From a professional perspective, this
approach has a significant impact on teachers' work, as it contributes
to the improvement of their educational practice. By adopting a more
investigative approach, teachers can more accurately identify what
methods and content work best in their classrooms, which in turn
benefits their students. In addition, this investigative attitude can also
drive scientific research in the field of education, generating valuable
knowledge that can inform more effective educational policies and
practices. This dynamic curricular perspective and the promotion of
the teacher as a researcher have a positive impact on the quality of
teaching and the advancement of educational research, contributing
to the continuous development of educational praxis.
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Keywords: Learning analytics - Curriculum - Education - Research
- Education - Research.
Resumen
El presente trabajo enfatiza la importancia de concebir el currículo
no como un conjunto fijo de programas predefinidos, sino como una
descripción provisional de un proceso continuo de experimentación
en la práctica educativa. De esta manera, el currículo y las analíticas
de aprendizaje se convierten en un recurso dinámico que se adapta a
las necesidades cambiantes de los estudiantes y las demandas de la
sociedad. El desarrollo curricular implica aspectos cruciales como la
selección de contenidos y los métodos de enseñanza. Por
consiguiente, la pregunta fundamental de cómo un docente aplica sus
conocimientos en el aula. La investigación docente se presenta como
una herramienta valiosa para explorar las formas en que los
principios educativos se aplican en contextos específicos de acción.
Este enfoque, conocido como "Lesson y Learning Study," promueve
la idea del docente como investigador, fomentando una mentalidad
de mejora continua en la enseñanza. Desde una perspectiva
profesional, esta propuesta tiene un impacto significativo en el
trabajo del docente, ya que contribuye a la mejora de su práctica
educativa. Al adoptar un enfoque más investigativo, los docentes
pueden identificar de manera más precisa qué métodos y contenidos
funcionan mejor en sus aulas, lo que a su vez beneficia a sus
estudiantes. Además, esta actitud investigadora también puede
impulsar la investigación científica en el campo de la educación,
generando conocimientos valiosos que pueden informar políticas y
prácticas educativas más efectivas. Esta perspectiva curricular
dinámica y la promoción del docente como investigador tienen un
impacto positivo en la calidad de la enseñanza y en el avance de la
investigación educativa, contribuyendo al desarrollo continuo de la
praxis educativa.
Palabras clave: Analíticas de aprendizaje - Currículo – Educación -
Investigación
Resumo
Este documento sublinha a importância de conceber o currículo não
como um conjunto fixo de programas predefinidos, mas como uma
descrição provisória de um processo contínuo de experimentação na
prática educativa. Desta forma, o currículo e a análise da
aprendizagem tornam-se um recurso dinâmico que se adapta às
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necessidades em mudança dos alunos e às exigências da sociedade.
O desenvolvimento curricular envolve aspectos cruciais como a
seleção de conteúdos e os métodos de ensino. Consequentemente, a
questão fundamental é a forma como um professor aplica os seus
conhecimentos na sala de aula. A investigação sobre os professores
apresenta-se como uma ferramenta valiosa para explorar as formas
como os princípios educativos são aplicados em contextos de ação
específicos. Esta abordagem, conhecida como "Estudo da Lição e da
Aprendizagem", promove a ideia do professor como investigador,
fomentando uma mentalidade de melhoria contínua do ensino. Numa
perspetiva profissional, esta abordagem tem um impacto
significativo no trabalho do professor, na medida em que contribui
para a melhoria da sua prática educativa. Ao adoptarem uma
abordagem mais investigativa, os professores podem identificar com
maior precisão os métodos e conteúdos que melhor funcionam nas
suas salas de aula, o que, por sua vez, beneficia os seus alunos. Além
disso, esta atitude investigativa pode também impulsionar a
investigação científica no domínio da educação, gerando
conhecimentos valiosos que podem informar políticas e práticas
educativas mais eficazes. Esta perspetiva curricular dinâmica e a
promoção do professor como investigador têm um impacto positivo
na qualidade do ensino e no avanço da investigação educacional,
contribuindo para o desenvolvimento contínuo da praxis educativa.
Palavras-chave: Análise da aprendizagem - Currículo - Educação -
Investigação – Educação
INTRODUCTION
The learning process focused from its activities has had a series of
transformations, which have been focused from the teaching
strategies, having as an inexorable transition, the presence of digital
technologies and their educational use in the different levels of
processes of an educational system, therefore, in the curricular space
applied by the teaching staff.
Educational Research in the field of higher education, as in other
training areas, faces challenges, which in turn must be treated with
continuous reflection, since there is a permanent relationship between
two substantive activities: Teaching and Scientific Research.
It is relevant to consider the following: "Within the framework of
current university education and the knowledge society, curricular
transversality constitutes an alternative to improve the quality of
comprehensive training processes and the development of
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professional competencies" (Romero Fernández et al., 2021, p. 410).
(Romero Fernández et al., 2021, p. 410)..
Based on the above, it is important to say that the curriculum of the
professional in training must be constantly analyzed and evaluated,
from the point of view of the teacher's research and that of the learner,
who must have a scenario built by the educator in which the
apprentice learns to do research.
University education in Ecuador's curricula are still focused on
content, which leads to reflection on how the university educational
process is viewed: teaching, learning and evaluation, often treated as
isolated moments, and in the midst of this, it is necessary to develop
competencies in students.
Both teachers and students, in their own educational work, develop in
a context, in which in one way or another, leads to the fact that in
praxis, the university entity is always a researcher, in which teaching
is practiced by researching, the teacher himself researches by himself
to improve and transform his curricular practice and interaction with
his students, in turn, as an effect of their personalization, he has to
investigate them, in their characterization, learning styles, ...... to
improve their academic processes and the performance of the
learners.
As previously stated, consider the following:
"The "learning study" theory is based on a phenomenographic
research approach that systematically describes what students learn
during a lesson. Here teachers must identify students' "difficulties" in
learning, which has also been called "learning cues"; once these cues
have been recognized, the teacher can change strategies and improve
students' academic performance." (Palencia Salas, 2020, p. 113)
MATERIALS AND METHODS
The information search was carried out electronically to find relevant
scientific production in the following databases: Redalyc, DialNet,
Scielo, ERIC and Google Scholar, considering a time span of up to
10 years ago, and Spanish and English languages.
The search terms were: learning process, learning strategies in the
knowledge era, lesson and learning study, the idea of the teacher as
researcher, learning study theory, and virtual collaborative work
activities.
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Table 1. Data base
The articles found were grouped by criteria, selecting those that shed
light on the research as such, choosing 20 articles.
RESULTS
There is a need to develop student competencies based on established
standards together with their professional validity, leading in a
certain way to discriminatory factors due to the requirement of
certain characteristics and/or qualities, affecting inclusive education.
Researchers Oscar Gutiérrez Huamaní and Delia Ayala
Esquivel make a valuable contribution in this regard, which is
considered below. (Gutiérrez Huamaní and Ayala Esquivel, 2019,
pp. 246-253):
Terms
Redalyc
Dialnet
Scielo
Google
Scholar
Learning
process
51172
52902
3675
372000
Learning
strategies in
the
knowledge
era
95303
8165
262
52900
Learning
study theory
53444
2607
565
16500
lesson and
learning
study
29159
467
76
204000
The idea of
the teacher
as researcher
58598
1127
2
18100
The learning
environment
and teaching
strategies
47778
713
11
15900
Virtual
collaborative
work
activities
56811
587
8
15800
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Techno-functionalist positivism has led to the mixing of ideas,
concepts and proposals, which makes competence become content,
which does not ensure the improvement of the educational system,
aspiring to form homogeneous and homologous students, giving rise
to the need for teachers to have strategies that allow the development
of specific professionalizing performances and not the teaching of
content.
Educational didactics should allow the transfer and development of
soft skills in addition to the knowledge of the subject itself, so that
the dialogue should be aimed at awakening the interest of the learner,
promoting mental processes that manage knowledge based on
meaningful, active learning and aiming at the development of
potentialities, respecting diversity.
Learning does not occur through the transmission of knowledge, but
through the emotional component of learning, i.e., intrinsic
motivation.
University evaluation should not simply seek academic success, but
rather the educational transcendence that accompanies the teacher.
This teaching, learning and evaluation process, as already mentioned,
must consider the support and contribution of Information and
Communication Technologies (ICT) to manage work spaces and
times of educational actions.
Learning analytics
The researcher José A. Ruipérez-Valiente mentions that this area
took off in the 2010s: "The area of learning analytics (learning
analytics, LA) has taken off during the last decade positioning itself
as one of the fastest growing communities within the area of
educational research ... An important recognition of the maturity to
which the area has reached, is that currently in 2020 the most
important conference in the area, Learning Analytics and
Knowledge, is located in Google Scholar metrics in the area of
educational technologies 1 in sixth position and as the only
conference among the 20 most cited sources." (Ruipérez-Valiente,
2020, pp. 85-86)
In turn, the author highlights the following in the same article:
The relationship with educational data mining (EDM) and artificial
intelligence in education (AIED), and the growing behavior in
Google of these terms, which speaks of the trend to transform
education in the world.
The high multidisciplinarity and complexity of the current
educational field.
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The researcher's input on how to conduct a learning analytics process
is very important to consider, he mentions:
"... The process has the following five stages:
Learning environments: What is the context and who are the
learners?
Raw data collection: What data should be generated and how to store
it?
Data manipulation and feature engineering: What features are needed
and how to obtain them?
Analysis and modeling: What analysis and modeling should be
implemented?
Educational application: What is the target educational application
and user?
In addition, there are other cross-cutting elements that must be taken
into account, such as the technologies to be used, learning theories
and sciences, user privacy, as well as educational institutions and
policies. Finally, depending on the project, it is not necessary to go
through all these stages, most research in the area of learning
analytics focuses only on steps 3 and 4.
The use of virtual educational environments has facilitated the
collection of data for learning analytics, using online learning
managers as an integral part of educational ecosystems, as well as
other environments such as intelligent tutors, games such as
educational gaming and other digital integration tools.
It is in learning environments ...
The learning study
Learning Study was introduced in Sweden in 2003 as part of a
research project funded by the Swedish Research Council. Since then
hundreds of schools have implemented the model to varying
degrees." (Holmqvist Olander, 2015, p. 47)
As an appendix to the foregoing, the following should be noted:
"The model has been developed in Sweden for more than ten years
and has been tested in different types of schools, subjects and cultural
contexts. . However, the origin of the Learning Study can be traced
back to researchers at Hong Kong University and the Hong Kong
Institute of Education in collaboration with a Swedish researcher,
Professor Emeritus Ference Marton of the University of Gothenburg
in Sweden." ". (Holmqvist Olander, 2015, p. 48)
Ference Marton and the research group at the University of
Gothenburg are initially working until 2021, however, they continue
to work for universities in China and Hong Kong, and in the latter,
they are considering since then, the reform of the VITAL project, in
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which classes move from 5 levels, to be more cohesive and
heterogeneous.
In this sense, a Lesson Study is created, in which a group of educators
(3-6) of the same subject, choose a specific class, which is designed
considering what the learners should learn, designing a lesson
together, appointing one person among the participants to teach the
lesson. When an action-research is carried out, the other members
observe what is happening and notes are taken, and the findings are
then discussed in order to find improvements, correcting and
improving the lesson, based on feedback from the praxis of the
teachers involved, with another version being carried out by another
participant.
The idea of what was mentioned in the last paragraph is that it should
take the form of a dissemination format. This organization has its
own scientific journal: The International Journal of Lesson and
Learning Studies. This idea is expanding, as it is an attempt to cope
with student heterogeneity, since it is necessary to consider the
critical aspects of content, which a learner needs to discern in order
to continue his way of learning, calling this: Learning keys, which
vary according to the learning objects, learning groups and the
learner's own individuality. ". (Holmqvist Olander, 2015, pp. 49-51)
CONCLUSIONS
In the present century, the study of teaching and learning is becoming
more and more important, so it can be deduced that the "learning
study" is a collaborative development of a lesson (it can also be a
study unit, a didactic unit, a concrete lesson, a learning activity, ...),
which is developed through a series of research sessions of the
teachers involved. ), which is developed through a series of research
sessions of the teachers involved.
It is of feedback that, "In Sweden, and early on in Hong Kong, the
Learning Studio was considered a form of "design experiment" rather
than a form of action research." (Elliott, 2010, p. 223)However,
educators were provided with spaces for the development of their
curricula, giving rise to the theory of variation, as a pedagogical
proposal of action research, oriented to learning and very much
dependent on the educational authorities and their management of
resources, time and personnel involved in this professional
educational research, and therefore on the situation of the institutional
Scientific Research.
The idea of the teacher as researcher vindicates the idea of teacher
autonomy in the face of the imposition of standardized curricula.
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In this scenario, it should be emphasized that teacher research
demands a self-critical posture and a personal willingness to submit
the work to the assessment of other educators, in order to be in a
practical professional community, rather than to engage in solitary
activities.
The need for collaborative research to support teaching among the
educators involved contributes to the educational innovation of the
university center. This research should be understood as a form of
curriculum development, which happens to be a context for teachers'
scientific research. Not linking teacher research to curriculum
development prevents educators from speaking meaningfully of their
shared contribution, so curricula should not be prescribed programs
to be researched, but rather as provisional descriptions of
experimentation in practice.
It can be said then that: "... curriculum development encompasses
issues such as content selection and teaching methods, and is
concerned with the question "how does the teacher know how to
manage what he or she knows? The task of teacher research in this
context is to explore ways of applying principles in specific contexts
of action." (Elliott, Lesson and learning Study and the idea of the
teacher as researcher, 2015, p. 32)
This proposal contributes to the improvement of their educational
praxis and therefore their scientific research.
REFERENCES
Elliott, J. (April 15, 2010). The "study of teaching and learning": a
globalizing form of teacher research. Interuniversity Journal of
Teacher Education(68), 223-242. Retrieved 19 de Agosto de
2023, from
https://digitum.um.es/digitum/bitstream/10201/122325/1/El%
20estudio%20de%20la%20ense%c3%b1anza%20y%20del%2
0aprendizaje%20una%20forma%20globalizadora%20de%20i
nvestigaci%c3%b3n%20del%20profesorado.pdf
Elliott, J. (December 3, 2015). Lesson and learning Study and the idea
of the teacher as researcher. Interuniversity Journal of Teacher
Education, 29(3), 29-46. Retrieved August 19, 2023, from
https://www.redalyc.org/pdf/274/27443871003.pdf
Gutiérrez Huamaní , O., & Ayala Esquivel, D. (June 15, 2019). The
teaching - learning - evaluation process (PEAE) a university
didactics. Horizonte de la Ciencia , 11(20), 243-254.
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https://doi.org/https://doi.org/10.26490/uncp.horizonteciencia.
2021.20.781
Holmqvist Olander, M. (October 21, 2015). Learning Study. From the
study of teaching to the study of learning. The Learning Study
movement in Sweden. Interuniversity Journal of Teacher
Education(84), 47-59. Retrieved August 19, 2023, from
https://redined.educacion.gob.es/xmlui/bitstream/handle/1116
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Palencia Salas, V. (May 15, 2020). Research in the educational
practice of teachers. Educación y ciudad(38), 107-118.
https://doi.org/https://doi.org/10.36737/01230425.n38.2020.23
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Romero Fernández, A., Álvarez Gómez, G., & Estupiñán Ricardo, J.
(December 2021). SCIENTIFIC RESEARCH IN HIGHER
EDUCATION AS A CONTRIBUTION TO THE MODEL.
Revista Universidad y Sociedad, 13(S3), 408-415. Retrieved
August 19, 2023, from
https://rus.ucf.edu.cu/index.php/rus/article/view/2498/2452
Ruipérez-Valiente, J. (February 17, 2020). The Learning Analytics
Implementation Process. RIED. Revista Iberoamericana de
Educación a Distancia, 23(2), 85-96.
https://doi.org/https://doi.org/10.5944/ried.23.1.26283.
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