Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12494/33927
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dc.contributor.advisorArafeh, Sousan-
dc.coverage.temporalVol. 6 No. 2es
dc.creatorMena-Guacas, Andrés F.-
dc.creatorVelandia R, Camilo A-
dc.date.accessioned2021-04-20T19:24:37Z-
dc.date.available2021-04-20T19:24:37Z-
dc.date.issued2020-02-
dc.identifier.issn24058440es
dc.identifier.urihttps://doi.org/10.1016/j.heliyon.2020.e03287es
dc.identifier.urihttp://hdl.handle.net/20.500.12494/33927-
dc.descriptionEn la actualidad las escuelas de postgrados virtuales o a distancia programan el periodo académico en módulos que se desarrollan secuencialmente. El propósito de este artículo es analizar el impacto que la programación de cursos universitarios de corta duración (30 o 60 días) tiene sobre la frecuencia y calidad de la interacción, cuando la comunicación se realiza a través de tecnologías móviles. La frecuencia corresponde a los mensajes generados por los actores de los entornos de aprendizaje, y la calidad se cuantificó utilizando una escala de niveles de interacción, que se opera con análisis de contenido de los mensajes emitidos por los actores. Los resultados muestran que en los cursos de corta duración no existe correlación entre interacción y rendimiento académico. Además, a lo largo del curso se presenta una tendencia negativa del número de personas que participa, y la frecuencia y calidad de la interacción.es
dc.description.abstractNowadays, online or distance learning postgraduate schools program the academic period in different sequentially developed modules. This article assesses the impact of the programming of short-term university courses (30–60 days) on the frequency and quality of interaction when communication takes place through mobile technologies. Frequency corresponded to the messages generated by actors in learning environments, and quality was quantified using a scale of interaction levels operated by assessing the content of the messages issued by the actors. Results revealed that there is no correlation between interaction and academic performance in short-term courses. Additionally, a downward trend was observed in the number of individuals involved and in the frequency and quality of interaction throughout the course.es
dc.format.extentp. 1 - 6es
dc.publisherUniversidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Maestría en Educación, Bogotáes
dc.relation.ispartofHeliyones
dc.relation.isversionofhttps://www.sciencedirect.com/science/article/pii/S2405844020301328es
dc.subjectEducaciónes
dc.subjectPerspectiva de interacciónes
dc.subjectAmbiente de aprendizaje colaborativoes
dc.subjectComunicación móviles
dc.subjectEfectos a corto plazoes
dc.subjectCurso universitarioes
dc.subject.classificationTG 2021 MAEes
dc.subject.otherEducationes
dc.subject.otherInteraction approaches
dc.subject.otherCollaborative learning environmentes
dc.subject.otherMobile communicationes
dc.subject.otherShort-term effectses
dc.subject.otherUniversity coursees
dc.titleInteraction through mobile technology in short-term university courseses
dc.typeArtículos Científicoses
dc.rights.licenseNINGUNAes
dc.publisher.departmentBogotáes
dc.publisher.programMaestría en Educaciónes
dc.description.tableOfContents1. Introduction. -- 1.1. Technology-mediated social interaction and collaboration for learning. -- 1.2. The “time” variable in interaction in a learning environment. -- 2. Materials and methods. -- 2.1. Participants. -- 2.2. Environmental design. -- 2.3. Characterization and group composition. -- 2.4. Role play group activity. -- 2.5. Interaction data. -- 2.5.1. Categorization process. -- 2.5.2. Means of communication. -- 2.5.3. Frequency and quality of interaction. -- 2.5.4. Activity wherein data were collected. -- 2.6. Correlations. -- 3. Results. -- 4. Discussion. -- 5. Conclusions. -- 5.1. Limitations. -- Declarations. -- References.es
dc.creator.mailandres.mena@ucc.edu.coes
dc.creator.mailcamilo.velandia.r@uniminuto.edues
dc.identifier.bibliographicCitationMena-Guacas, A. F. y Velandia, C. A. (2020) Interaction through mobile technology in short-term university courses. Heliyon, 6(2), 1-6. Recuperado de: https://doi.org/10.1016/j.heliyon.2020.e03287.es
dc.rights.accessRightsopenAccesses
dc.publisher.editorSousan Arafeh - Heliyon Elsevieres
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