8 etapas del estudiante en educación virtual

Aula invertida y los objetivos de Bloom

Los niveles de la taxonomía de Bloom se adaptan concretamente en cada uno de los "momentos del aula invertida". Esto se genera por medio de las actividades, recursos y estrategias que se llevan a cabo en cada uno de ellos. En el primero se establece el contacto con el contenido, esto sucede a distancia y se delinean los cómos del aprendizaje. Se desarrollan en este momento, el recordar, comprender para hacer propio el conocimiento. En el siguiente, se analiza y se lleva a cabo la síntesis del contenido para desarrollar productos y crearlos en base a lo aprendido, para luego en el tercero evaluar, de manera dinámica y cerrar con la co-evaluación o auto-evaluación, todo el proceso. 

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Aprendizaje colaborativo

What is cooperative learning?

Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible….  It was not an advantageous individual here and there who did so, but the group.  In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965)

How students interact with each another is a neglected aspect of instruction.  Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored.  It should not be.  How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have.

Definition of Cooperative Learning

Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts.  In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure.  A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied.  The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session.  Each goal structure has its place (Johnson & Johnson, 1989, 1999).  In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own.  The teacher decides which goal structure to implement within each lesson.  The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.

Types Of Cooperative Learning

Formal Cooperative Learning

Formal cooperative learning consists of students working together, for one class period to several weeks, to achieve shared learning goals and complete jointly specific tasks and assignments (Johnson, Johnson, & Holubec, 2008).  In formal cooperative learning groups the teachers’ role includes (see Figure 4):

1.  Making preinstructional decisions.  Teachers (a) formulate both academic and social skills objectives, (b) decide on the size of groups, (c) choose a method for assigning students to groups, (d) decide which roles to assign group members, (e) arrange the room, and (f) arrange the materials students need to complete the assignment.  In these preinstructional decisions, the social skills objectives specify the interpersonal and small group skills students are to learn.  By assigning students roles, role interdependence is established.  The way in which materials are distributed can create resource interdependence.  The arrangement of the room can create environmental interdependence and provide the teacher with easy access to observe each group, which increases individual accountability and provides data for group processing.

2.  Explaining the instructional task and cooperative structure.Teachers (a) explain the academic assignment to students, (b) explain the criteria for success, (c) structure positive interdependence, (d) structure individual accountability, (e) explain the behaviors (i.e., social skills) students are expected to use, and (f) emphasize intergroup cooperation (this eliminates the possibility of competition among students and extends positive goal interdependence to the class as a whole).  Teachers may also teach the concepts and strategies required to complete the assignment.  By explaining the social skills emphasized in the lesson, teachers operationalize (a) the social skill objectives of the lesson and (b) the interaction patterns (such as oral rehearsal and jointly building conceptual frameworks) teachers wish to create.

3.  Monitoring students’ learning and intervening to provide assistance in (a) completing the task successfully or (b) using the targeted interpersonal and group skills effectively.While conducting the lesson, teachers monitor each learning group and intervene when needed to improve taskwork and teamwork.  Monitoring the learning groups creates individual accountability; whenever a teacher observes a group, members tend to feel accountable to be constructive members.  In addition, teachers collect specific data on promotive interaction, the use of targeted social skills, and the engagement in the desired interaction patterns.  This data is used to intervene in groups and to guide group processing.

4.  Assessing students’ learning and helping students process how well their groups functioned.  Teachers (a) bring closure to the lesson, (b) assess and evaluate the quality and quantity of student achievement, (c) ensure students carefully discuss how effectively they worked together (i.e., process the effectiveness of their learning groups), (d) have students make a plan for improvement, and (e) have students celebrate the hard work of group members.  The assessment of student achievement highlights individual and group accountability (i.e., how well each student performed) and indicates whether the group achieved its goals (i.e., focusing on positive goal interdependence).  The group celebration is a form of reward interdependence.  The feedback received during group processing is aimed at improving the use of social skills and is a form of individual accountability.  Discussing the processes the group used to function, furthermore, emphasizes the continuous improvement of promotive interaction and the patterns of interaction need to maximize student learning and retention.

David W Johnson and Roger T Johnson

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