Ayudas al aprendizaje en tareas de escritura colaborativa con Moodle

Abstract

Introduction: The incorporation of ICT in teaching process has changed the conditions in which students learn when collaboratively writing a text. In consequence, in this process, the way in which teachers can offer support has also changed. For this reason, in this paper we would like to explore the characteristics and the forms of this kind of in these specific tasks. Concretely, we would like to know the aspects of the task in which the support is addressed; the moments in which is offered and identify some criteria that have actually helped to orientate the teacher actions in these tasks. This research is based on a socioconstructivist perspective of the teaching and learning processes, and is has been put in to effect with the support of the Moodle platform. Method: With a qualitative methodology (grounded theory) and case studies, we have recorded and analysed data from two different cases. The participants are two teachers and fifty students working in groups of four or five in a didactic sequence within the subject of Psychology of Education from the first course of the degree on Teacher Education. As well as this, audiovisual and electronic register of the data, we have interviewed the teachers and the students. We elaborated a protocol of analysis (dimensions, subdimensions and indicators) of the potentials and limitations of the teacher plan, the help offered, and the learning results. Results: The students receive educational assistance to improve the management of their participation, the management of the task and the management of the meanings. Although, this help they don't face them equally. Task management is the most supported dimension by the teacher. Furthermore, there exists differences in relation with when (at the beginning, during and after the process) and on what the help is offered, there also exist differences on the mediating use of ICT in the learning process. Discussion and Conclusion: The study shows the importance of helping students to manage the collaboration, the task and the process of co-negotiate meanings to learn together. At the same time, the study shows evidence of the necessity to increase the amount and the quality of help, fundamentally, during the process of the task, and especially, the assistance addressed to manage the construction of meanings. © Education & Psychology I+D+i and Editorial EOS (Spain).