Learning Communities in Organizational Communication: A case study
Comunidades de aprendizaje en Comunicación organizacional: un estudio de caso
| 2017 | |
|
educación superior educación a distancia aprendizaje colaborativo plataforma educativa participación higher education distance education collaborative learning educational environment participation |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/revistadixit/article/view/1258
https://hdl.handle.net/10895/3462 |
|
| Acceso abierto |
| _version_ | 1815178699547344896 |
|---|---|
| author | Czerwonogora, Ada |
| author_facet | Czerwonogora, Ada |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Czerwonogora, Ada |
| dc.date.accessioned.none.fl_str_mv | 2023-09-12T19:14:23Z |
| dc.date.available.none.fl_str_mv | 2023-09-12T19:14:23Z |
| dc.date.none.fl_str_mv | 2017-06-22 |
| dc.description.en-US.fl_txt_mv | This paper analyzes an on-line course from the Organizational Communication Postgraduate Studies in the Universidad Católica del Uruguay, as a virtual learning community using the Computer Supported Collaborative Learning (CSCL) approach. The research methodology was blended, both quantitative and qualitative, with a descriptive-interpretative case study design. Two complementary levels of analysis were set for the discussion forums: participation and discourse analysis. The Community of Inquiry Model was utilized for the discourse analysis. Following the indicators proposed for the cognitive, teaching and social presence, a codification guided by concepts was performed. The categories and indicators of the cognitive presence showed evidence of understanding of the topics developed in the forums. The categories analyzed for the teaching presence permitted the identification of principles related to good practices. The social presence indicators pointed out the importance of the group cohesion and suggested the existence of empathic attitudes and collaboration processes, complementing the observations for the cognitive presence. |
| dc.description.es-ES.fl_txt_mv | Este trabajo estudia un curso del Postgrado en Comunicación Organizacional (en línea) de la Universidad Católica del Uruguay, con el enfoque del aprendizaje colaborativo mediado. Para ello, se desarrolló una metodología de investigación mixta, con un diseño descriptivo-interpretativo, y se establecieron dos niveles de análisis complementarios para los foros de discusión: participación y análisis de discurso, este último basado en el modelo de Comunidad de Investigación. Se realizó una codificación guiada por conceptos, basada en las categorías e indicadores de la presencia cognitiva, social y docente de este marco conceptual. Los indicadores asociados con la presencia cognitiva evidenciaron comprensión de los temas trabajados en los foros. El análisis de categorías de la presencia docente permitió detectar elementos de los modelos de buenas prácticas. Los indicadores de presencia social señalaron la importancia de la cohesión grupal y sugirieron la existencia de actitudes empáticas y procesos de colaboración, lo que complementó lo observado para la presencia cognitiva. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/revistadixit/article/view/1258 10.22235/d.v0i26.1258 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3462 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/revistadixit/article/view/1258/1519 |
| dc.rights.es-ES.fl_str_mv | https://creativecommons.org/licenses/by-nc/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Dixit; No. 26 (2017): Dixit; 04-23 |
| dc.source.es-ES.fl_str_mv | Dixit; Núm. 26 (2017): Dixit; 04-23 |
| dc.source.none.fl_str_mv | 0797-3691 1688-3497 10.22235/d.v0i26 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Dixit; N.º 26 (2017): Dixit; 04-23 |
| dc.subject.en-US.fl_str_mv | higher education distance education collaborative learning educational environment participation |
| dc.subject.es-ES.fl_str_mv | educación superior educación a distancia aprendizaje colaborativo plataforma educativa participación |
| dc.title.none.fl_str_mv | Learning Communities in Organizational Communication: A case study Comunidades de aprendizaje en Comunicación organizacional: un estudio de caso |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This paper analyzes an on-line course from the Organizational Communication Postgraduate Studies in the Universidad Católica del Uruguay, as a virtual learning community using the Computer Supported Collaborative Learning (CSCL) approach. The research methodology was blended, both quantitative and qualitative, with a descriptive-interpretative case study design. Two complementary levels of analysis were set for the discussion forums: participation and discourse analysis. The Community of Inquiry Model was utilized for the discourse analysis. Following the indicators proposed for the cognitive, teaching and social presence, a codification guided by concepts was performed. The categories and indicators of the cognitive presence showed evidence of understanding of the topics developed in the forums. The categories analyzed for the teaching presence permitted the identification of principles related to good practices. The social presence indicators pointed out the importance of the group cohesion and suggested the existence of empathic attitudes and collaboration processes, complementing the observations for the cognitive presence. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_e4c4198efb2b983f59b81f0b38191587 |
| identifier_str_mv | 10.22235/d.v0i26.1258 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3462 |
| publishDate | 2017 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | https://creativecommons.org/licenses/by-nc/4.0 |
| spelling | Czerwonogora, Ada2017-06-222023-09-12T19:14:23Z2023-09-12T19:14:23Zhttps://revistas.ucu.edu.uy/index.php/revistadixit/article/view/125810.22235/d.v0i26.1258https://hdl.handle.net/10895/3462This paper analyzes an on-line course from the Organizational Communication Postgraduate Studies in the Universidad Católica del Uruguay, as a virtual learning community using the Computer Supported Collaborative Learning (CSCL) approach. The research methodology was blended, both quantitative and qualitative, with a descriptive-interpretative case study design. Two complementary levels of analysis were set for the discussion forums: participation and discourse analysis. The Community of Inquiry Model was utilized for the discourse analysis. Following the indicators proposed for the cognitive, teaching and social presence, a codification guided by concepts was performed. The categories and indicators of the cognitive presence showed evidence of understanding of the topics developed in the forums. The categories analyzed for the teaching presence permitted the identification of principles related to good practices. The social presence indicators pointed out the importance of the group cohesion and suggested the existence of empathic attitudes and collaboration processes, complementing the observations for the cognitive presence.Este trabajo estudia un curso del Postgrado en Comunicación Organizacional (en línea) de la Universidad Católica del Uruguay, con el enfoque del aprendizaje colaborativo mediado. Para ello, se desarrolló una metodología de investigación mixta, con un diseño descriptivo-interpretativo, y se establecieron dos niveles de análisis complementarios para los foros de discusión: participación y análisis de discurso, este último basado en el modelo de Comunidad de Investigación. Se realizó una codificación guiada por conceptos, basada en las categorías e indicadores de la presencia cognitiva, social y docente de este marco conceptual. Los indicadores asociados con la presencia cognitiva evidenciaron comprensión de los temas trabajados en los foros. El análisis de categorías de la presencia docente permitió detectar elementos de los modelos de buenas prácticas. Los indicadores de presencia social señalaron la importancia de la cohesión grupal y sugirieron la existencia de actitudes empáticas y procesos de colaboración, lo que complementó lo observado para la presencia cognitiva.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/revistadixit/article/view/1258/1519https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDixit; No. 26 (2017): Dixit; 04-23Dixit; Núm. 26 (2017): Dixit; 04-23Dixit; N.º 26 (2017): Dixit; 04-230797-36911688-349710.22235/d.v0i26reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayeducación superioreducación a distanciaaprendizaje colaborativoplataforma educativaparticipaciónhigher educationdistance educationcollaborative learningeducational environmentparticipationLearning Communities in Organizational Communication: A case studyComunidades de aprendizaje en Comunicación organizacional: un estudio de casoinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/34622023-09-12 16:14:23.811oai:liberi.ucu.edu.uy:10895/3462Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-12T19:14:23LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Learning Communities in Organizational Communication: A case study Czerwonogora, Ada educación superior educación a distancia aprendizaje colaborativo plataforma educativa participación higher education distance education collaborative learning educational environment participation |
| status_str | publishedVersion |
| title | Learning Communities in Organizational Communication: A case study |
| title_full | Learning Communities in Organizational Communication: A case study |
| title_fullStr | Learning Communities in Organizational Communication: A case study |
| title_full_unstemmed | Learning Communities in Organizational Communication: A case study |
| title_short | Learning Communities in Organizational Communication: A case study |
| title_sort | Learning Communities in Organizational Communication: A case study |
| topic | educación superior educación a distancia aprendizaje colaborativo plataforma educativa participación higher education distance education collaborative learning educational environment participation |
| url | https://revistas.ucu.edu.uy/index.php/revistadixit/article/view/1258 https://hdl.handle.net/10895/3462 |
