Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido · 2019
Collaborative learning in the colombian educational system: a literature review
The Ministry of Education (MEN) in Colombia has been interested in improving the communicative competence in English, in this way English has been selected as the official foreign languages to be taught because it is the third spoken language in the world and more than 200 million people use it as their second language. The aim to the Colombian government is to implement a bilingualism program. Since 2004 a national educational policy as well as different bilingual initiatives have been implemented, this is something that is still happening in order to have a bilingual country by 2025. English teachers have been interested in including new technologies and approaches that facilitate the teaching-learning processes at all the educational levels, as it is show in the systematic review that was done to develop this research.
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Contenido
- Chapter 1: Introductionp. 9
- 1.1 Rationalep. 9
- 1.2 Introduction to the studyp. 10
- 1.3 Problem statementp. 12
- 1.4 Problem’s significancep. 14
- 1.5 Strategy selected to address problemp. 15
- 1.6 Review question(s) and objective(s)p. 16
- 1.6.1 Objectivesp. 17
- Chapter 2: Relevant theoretical bases for the review and other reviewsp. 18
- 2.1 Introductionp. 18
- 2.2 Theoretical frameworkp. 18
- 2.2.1. Defining collaborative learningp. 18
- 2.2.2 Differences and implications in this approachp. 21
- technologies (ICTs)p. 22
- 2.2.4 Collaborative Learning Implicationsp. 23
- 2.2.5 Autonomyp. 24
- 2.2.6 Implementing Cooperative Learningp. 28
- 2.2.7. Conclusionp. 28
- Chapter 3: Research Designp. 30
- 3.1 A systematic literature reviewp. 30
- 3.2 Stages in conducting a systematic reviewp. 30
- 3.3 Research Paradigm and Methodologyp. 31
- 3.4 Data collection instrument and validationp. 34
- 3.5 Ethical considerationsp. 34
- 3.6 Researcher’s rolep. 35
- Chapter 4: Results and Data Analysisp. 36
- 4.1 Introductionp. 18
- 4.2 Results of the database searchp. 36
- Characterization of the studiesp. 39
- 4.4 Interpretation of findingsp. 41
- 4.5 Deep analysisp. 41
- 4.5.1 Population:p. 41
- 4.5.2 Contextp. 33
- 4.5.3 Communicative skillsp. 47
- 4.6 Categories of analysisp. 47
- 4.6.1 Cognitive skill developmentp. 48
- 4.6.2 Improving language skillsp. 48
- 4.6.3. Developing metacognitive skillsp. 49
- 4.6.4 Social skills developmentp. 48
- 4.6.5 Interpersonal skills developmentp. 48
- 4.6.6 Awareness developmentp. 48
- 4.6.7 Self-confidencep. 48
- 4.7 Answering Initial Questionsp. 51
- Chapter 5: Conclusions and Pedagogical Implicationsp. 57
- 5.1 Significance of the resultsp. 57
- 5.2 Limitations of the present studyp. 57
- 5.3 Further researchp. 58
- 5.4 Conclusionp. 28
- Referencesp. 62
- Appendixp. 67
- Appendix 1: Questionnaire for teachersp. 67
- Appendix 2: List of Articles included on the preliminary stagep. 68
- Appendix 3: Articles related to collaborative learning and autonomyp. 69
- Appendix 4: Articles found about Collaborative Learningp. 70
- Appendix 5. Mind mapsp. 72
- Figure 1. Evolution of Cooperative Learningp. 23
- Figure 2: Selected Articlesp. 37
- Figure 3. Collaborative Learning Implementationp. 46
- Figure 4. Categories and subcategoriesp. 48
- Table 1. Collaborative Learning Definitionp. 19
- Table 2. Differences with similar approachesp. 21
- Table 3. Different definitions about autonomy learningp. 25
- Cooper, 2008)p. 31
- Table 5. Criteria to select the articlesp. 33
- Table 6. List of databases consultedp. 37
- Table 7. Differences between Collaborative and Cooperative Learningp. 38
- Table 8. Characterization of the studiesp. 40
- Table 9. Implementation of Collaborative Learningp. 42
- Table 10. Articles about Collaborative learningp. 43
- Table 11. Findings about Collaborative learningp. 47
- Table 12. Definitions about Collaborative Learningp. 52