Análisis de las interacciones en comunidades virtuales de aprendizaje y de las competencias docentes para la tutoría virtual

Abstract

The purpose of the current study is to analyze social and cognitive relations that students develop in a higher education experience, when they work in communities of inquiry (Col), and they have to solve higher order cognitive tasks. Moreover, to analyze teaching skills necessary to carry out the virtual tutoring. For this reason an on-line course about Intervention in behaviors of risk was developed in the Virtual Campus of Andalusia. The course was organized in 8 on-line working groups and they perform several tasks. The analysis is focused on three types of tasks: case study, evaluation of resources and creation of didactic material. Firstly, the content of the messages that arose out of 96 discussion forums over three academic years (2010-11, 2011-12 y 2012-13) were analyzed with a total of 13501 units of analysis. Secondly, the structure of social networks in the three academic years were analyzed obtaining indicators of individual and group behavior. Thirdly, the scores obtained on a questionnaire covering different factors of a community of inquiry and satisfaction of students in each activity are analyzed. Finally, the perceptions about the use of Moodle as a virtual learning environment by the professors from the University of Huelva (Spain) and the University of Algarve (Portugal) were analyzed. The findings contribute to current understanding about how can be reduced transactional distance in Col. Regarding the content analysis, the results indicate that there was a specific trend in the frequency of cognitive and social activity according to the requirement of the task. This study also found that the nature of the learning task modulated the different components of social and cognitive presence in these contexts. Regarding the social network analysis, results provide information on the structures of networks interactions that may help tutors with the group dynamics during the on-line learning, in order to optimize the learning process in similar situations. The analysis of the key factors that must be present in a community of inquiry shows the influence of the perception of social support from peers and teachers on the degree of student satisfaction. Finally, from the data obtained and the review of current literature, a number of profiles and needs to keep in mind when using Moodle as a tool for teaching and learning in higher education are highlighted.