Explorando la responsabilidad cognitiva colectiva y sus efectos sobre el impacto de los estudiantes en una comunidad para la creación del conocimient

  1. Gutiérrez Braojos, Calixto
  2. Salmerón Pérez, Honorio
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Year of publication: 2015

Issue Title: Aprendizaje favorecido por la tecnología

Volume: 38

Issue: 2

Pages: 327-367

Type: Article

DOI: 10.1080/02103702.2015.1016746 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

This study analyses and discusses a theoretical model that explains students� impact in a knowledge community supported by a virtual platform (Knowledge Forum). Participants were 72 university students enrolled in the fifth course of a social sciences degree programme. First, a descriptive study is carried out that includes the explanatory elements of the students� impact in the knowledge community (commitment to collective cognitive responsibility, cognitive complexity, creativity of the constructions in the platform and efficacy in evaluating impacting contributions generated in the community). Then, the application of a path analysis, using the bootstrap procedure, provides information about the relevance of each element (e.g., cognitive complexity) in explaining the students� impact in the knowledge community. Based on the results, the article highlights the importance of designing and managing virtual environments that can facilitate the development of competences favouring collective cognitive responsibility and, consequently, increase the symmetry of the students� impact and the advancement of the community�s knowledge.

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contribuciones relacionales y media de tiempo dedicado a elaborar cada contribución no muestra ningún efecto indirecto significativo. En cuanto a los efectos totales, y a excepción de la variable contribuciones con abstracción ampliada, el resto de las variables del modelo explican el elemento estudiantes con impacto, particularmente, el efecto total de las contribuciones relacionales, la frecuencia de construcción, el tiempo medio dedicado a elaborar las contribuciones y la frecuencia de lectura.

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