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Development and validation of a framework for the analysis of virtual collaborative work
The inclusion of collaborative aspects, mediation by technologies, and distance education has problematized the notion of learning and has led to new questions about how to study this process. Our work develops and validates a frame of reference that collaborates in the analysis of which are the bes...
The inclusion of collaborative aspects, mediation by technologies, and distance education has problematized the notion of learning and has led to new questions about how to study this process. Our work develops and validates a frame of reference that collaborates in the analysis of which are the best variables that can intervene in collaborative work through a computer. The field of Computer-Supported Collaborative Learning – CSCL-, has a long controversial history about its theories, methods, and definition. From the theoretical framework, we developed a first version of our framework; then, we submitted it to the analysis of judges to create a second version and apply it to our field of study. We conclude that the dimensions that best make visible the actions that facilitate or hinder collaboration in virtual educational networks are agentivity, metacognitive knowledge, and the learning regulation process.
