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dc.contributor.authorPifarré Turmo, Manoli
dc.date.accessioned2014-01-30T15:17:09Z
dc.date.available2014-01-30T15:17:09Z
dc.date.issued2007
dc.identifier.issn0307-5079
dc.identifier.urihttp://hdl.handle.net/10459.1/46982
dc.description.abstractThis article explores how to enrich scaffolding processes among university students using specific Computer Supported Collaborative Learning –CSCL- software. A longitudinal case study was designed, in which eighteen students participated in a twelve-month learning project. During this period the students followed an instructional process, using the CSCL software to support and improve the students’ interaction processes, in particular the processes of giving and receiving assistance. Our research analyzed the evolution of the quality of the students’ interaction processes and the students’ learning results. The effects of the students’ participation in the CSCL environment have been described in terms of their development of affective, cognitive and metacognitive learning processes. Our results showed that the specific activities that students performed while working with the CSCL system triggered specific learning processes, which had a positive incidence on their learning results.ca_ES
dc.language.isoengca_ES
dc.publisherTaylor & Francisca_ES
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1080/03075070701346972ca_ES
dc.relation.ispartofStudies in higher education, 2007, vol.32, núm. 3ca_ES
dc.rights(c) Taylor & Francis, 2007ca_ES
dc.subjectTeoria Socioculturalca_ES
dc.subjectProcés d'aprenentatgeca_ES
dc.subjectAprenentatge col·laboratiuca_ES
dc.subject.otherInvestigació qualitativaca_ES
dc.titleScaffolding through the network: analysing the promotion of improved online scaffolds among university studentsca_ES
dc.typearticleca_ES
dc.identifier.idgrec009691
dc.type.versionacceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1080/03075070701346972


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