Modelo de trabajo colaborativo online desde la perspectiva socioemocional
DOI:
https://doi.org/10.5944/ried.27.2.39115Palabras clave:
trabajo en equipo, emoción, autocontrol, influencia social, comunicación, conflictoResumen
El hecho de que un grupo de estudiantes online trabaje de forma conjunta en un cometido académico no es sinónimo de que lo hagan colaborativamente. Para que los alumnos se puedan desempeñar de esa forma (y que los profesores la puedan llegar a evocar), obteniendo así unos mejores resultados de su aprendizaje, resulta imprescindible comprender cómo se sucede esta interacción académica. La finalidad de esta investigación es validar un modelo de factores que permita entender cómo aportan los estudiantes a sus dinámicas de trabajo en equipo desde una perspectiva socioemocional. La muestra está compuesta por 722 estudiantes de masters de management. Se cursa un cuestionario que está integrado en su mayoría por ítems extraídos de instrumentos que son referente de la medida de la inteligencia emocional. La propuesta de factores se concreta de la forma siguiente: Autocontrol, Influencia personal, Comunicación integral, Trabajo en equipo y Gestión de conflictos. El modelo obtenido se comprueba ajustado mediante Análisis Factorial Confirmatorio. Se observan diferencias significativas entre sexo femenino y Trabajo en equipo, Influencia personal y Comunicación integral; así como entre mayores de 30 años y Gestión de conflictos, Trabajo en equipo e Influencia personal. Los resultados arrojan luz sobre como: a) plantear y mejorar esta dimensión pedagógica en la universidad; b) procurar una mejor orientación al alumnado para que este mejore su particular contribución a los trabajos de equipo.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/39115/28915
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