Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?

Introducción. En el contexto educativo, las tecnologías de la información y la comunicación (TIC) implican un cambio de paradigma en los procesos de enseñanza-aprendizaje, tanto en la renovación de las prácticas y contenidos, como en la manera de evaluar la apropiación de los conocimientos. En este sentido, en la presente investigación se analiza la incidencia que tiene la implementación de las estrategias didácticas, Aprendizaje Basado en Problemas (ABP) y Aprendizaje Colaborativo (AC) en el fortalecimiento de los niveles de razonamiento, a través de la integración de la tecnología a la educación superior.Método. La investigación presenta enfoque cuantitativo, con diseño cuasiexperimental en la cual participaron 35 estudiantes de la Universidad Colegio Mayor de Cundinamarca en Bogotá - Colombia, a quienes se les aplicó un pre y un post test, usando el Lawson´s Classroom Test of Scientific ReasoningResultados. Con la información obtenida y al realizar un análisis estadístico descriptivo es posible afirmar que un 85.29% del total de estudiantes aún se encuentran en el nivel de razonamiento concreto, sin embargo aquellos estudiantes que participaron en la estrategia didáctica de ABP presentaron una mejora en su nivel de razonamiento, pasando del nivel de razonamiento concreto al nivel formal y post-formal.Conclusiones. Los resultados obtenidos permiten concluir que no existe una diferencia estadísticamente significativa en la mejora de las habilidades de razonamiento antes y después de la aplicación de las estrategias didácticas, ya que al comparar el razonamiento de los estudiantes se evidencia que en su mayoría aún se encuentran en el nivel de razonamiento concreto, es decir, que permanecen ligados a una realidad empírica con un pensamiento pre-operacional.

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Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10

Education Sciences ◽

10.3390/educsci11020061 ◽

2021 ◽

Vol 11 (2) ◽

pp. 61

Author(s):

Jacinto Jardim ◽

Anabela Pereira ◽

Ana Bártolo

Keyword(s):

Higher Education ◽

Developmental Phase ◽

Education Students ◽

Resilience Scale ◽

Two Factors ◽

The Face ◽

Predictor Of Success ◽

Good Internal Consistency ◽

Portuguese Higher Education ◽

The University

Higher education students lack skills to deal in a positive way with the crises inherent to the developmental phase in which they find themselves. However, the complexity of the current global context adds an urgent need for them to be resilient. For this purpose, it is necessary to evaluate their capacity for resilience, which requires the use of instruments that are easy to access, useful, simple, and fast. In this sense, this study aimed to develop and validate a scale to assess students’ resilience in the face of adversity. The scale was administered to a sample of 2030 Portuguese higher education students. The results obtained pointed towards a factorial structure composed of two factors named “self-determination” and “adaptability”, which showed good internal consistency. Therefore, this scale proved to be a valid measure to assess resilience among the university population. Future studies may consider this variable as an intervention target since it can be a predictor of success in phases of change and crisis.

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Higher Education Students: Academic Emotions, Consequences and Emotional Regulation Strategies

Proceedings of ‏The 3rd International Conference on Research in Education, Teaching and Learning ◽

10.33422/3rd.icetl.2020.02.48 ◽

2020 ◽

Author(s):

Fátima Leal

Keyword(s):

Higher Education ◽

Emotional Regulation ◽

Education Students ◽

Academic Emotions ◽

Regulation Strategies

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Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

Teachers College Record ◽

10.1177/016146811111300205 ◽

2011 ◽

Vol 113 (2) ◽

pp. 350-374

Author(s):

Sanna Järvelä ◽

Hanna Järvenoja

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Education Students ◽

Learning Groups ◽

Social Challenges ◽

Self Regulated Learning ◽

Socially Constructed ◽

Regulated Learning ◽

The Individual ◽

Constructed Self

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.

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Higher Education Students’ Perceived Readiness for Computer-Supported Collaborative Learning

Multimodal Technologies and Interaction ◽

10.3390/mti4020011 ◽

2020 ◽

Vol 4 (2) ◽

pp. 11 ◽

Cited By ~ 2

Author(s):

Ghodratolah Khalifeh ◽

Omid Noroozi ◽

Mohammadreza Farrokhnia ◽

Ebrahim Talaee

Keyword(s):

Higher Education ◽

Online Learning ◽

Collaborative Learning ◽

Study Groups ◽

Demographic Variables ◽

State University ◽

Computer Supported Collaborative Learning ◽

Education Students ◽

Significant Difference

The purpose of this research was to study the perceived readiness of higher education students for computer-supported collaborative learning (CSCL). Moreover, the role of important demographic variables, such as gender, major of study, and computer ownership, was examined in students’ perceived readiness and its sub-scales. The data was collected from 326 higher education students of four study groups from a state university in Iran. MANOVA analysis was conducted to explore the possible role of the demographic variables in students’ perceived readiness for CSCL. Most of the participants showed high readiness for CSCL. The male participants demonstrated more online learning aptitude compared to females. A statistically significant difference was found in the online learning aptitude of the respondents majoring in engineering and basic sciences with the rest of the participants. Furthermore, the students with a personal computer, laptop, or tablet demonstrated higher levels of readiness for CSCL and online learning aptitude.

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Face-to-Face and Remote Learning During the Confinement Due to Covid19: The Experience of Higher Education Students

International Journal of Higher Education Pedagogies ◽

10.33422/ijhep.v1i1.19 ◽

2020 ◽

Vol 1 (1) ◽

pp. 30-35

Author(s):

Fátima Leal ◽

Maria Elisa Chaleta

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Qualitative Methodology ◽

Interpersonal Relationship ◽

Information Storage ◽

Education Students ◽

Face To Face ◽

Teachers And Students ◽

The Face ◽

Problematic Area

Due to COVID19 disease contingencies, in several countries, universities were forced to replace the face-to-face classes for a non-face-to-face system, also called as Emergency Remote Teaching - ERT. In this scenario, both teachers and students experienced several challenges and had to adapt to new ways of teaching and learning. The goal of this study was to understand how students experienced this situation. Through a qualitative methodology, we interviewed eight higher education students from social sciences scientific areas. Thematic analysis was used to identify and interpret patterns and themes in students’ responses. Results show that students experimented several difficulties at different levels: cognitive level (e.g., attention, concentration, and information storage), motivational (e.g., demotivation to study), tiredness; organizational (e.g., time and tasks management), and social level (e.g., interpersonal relationship and lack of contact with people). These results bring new knowledge to this problematic area and can be useful for students, teachers, and higher education institutions.

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