La autonomía propia de las microcomunidades de pares: ¿una dimensión problemática para colaborar a distancia?
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Las comunidades de investigación tan apreciadas por Dewey (1916/1990) están viviendo un renacimiento con la llegada de las herramientas digitales. Gracias a ellas, los interlocutores pueden interactuar a distancia, lo que, en el ámbito de la educación, les permite ser más autónomos. Un campo científico se inscribe en este movimiento: Computer Supported Collaborative Learning (CSCL). Define los principios inherentes a la colaboración en línea, de la que se espera que los estudiantes obtengan beneficios en términos de reorganización de conocimientos o descubrimiento de nuevas ideas. Sus elecciones se inclinan más bien hacia herramientas o dispositivos digitales que favorecen la formación de grupos reducidos capaces de promover debates sostenidos en torno a temas comunes. Se analizan trabajos recientes en este sentido. Las metodologías adoptadas por los autores son de diferentes tipos: estudios cualitativos y/o cuantitativos, análisis de redes sociales. Estas investigaciones a veces señalan las limitaciones propias de la autonomía de los actores para interactuar en línea, de ahí la importancia de la orientación docente para tratar de superar esto.
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