El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

  • Oscar Revelo-Sánchez Universidad de Nariño
  • César A. Collazos-Ordóñez Universidad del Cauca
  • Javier A. Jiménez-Toledo Institución Universitaria CESMAG
Palabras clave: Aprendizaje colaborativo, enseñanza/aprendizaje, programación, revisión sistemática, trabajo colaborativo

Resumen

La incorporación del trabajo colaborativo en cursos de programación ha sido identificada como una estrategia potencial que podría maximizar la participación de los estudiantes y tener un impacto positivo en el aprendizaje. En las fuentes consultadas no se ha encontrado un estudio dirigido a recopilar y analizar los resultados de investigación sobre este tema utilizando un método sistemático. Para tratar de llenar este vacío, se realizó una revisión sistemática de literatura con el objetivo de resumir los estudios sobre el uso del trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación. Inicialmente, mediante la búsqueda en cuatro bases de datos de publicaciones científicas, se obtuvieron 95 estudios publicados en los últimos cinco años. Luego de un cuidadoso análisis de cada uno de ellos, se verifica que 40 coinciden con los requerimientos de la revisión, análisis que dio como resultado la síntesis de once Técnicas de Aprendizaje Colaborativo (TAC) que llevan a la práctica la estrategia, que a su vez agrupan a 19 denominaciones comunes de estrategias encontradas en los documentos, es decir, las estrategias o técnicas colaborativas asociadas a cada estudio. La revisión arrojó también una cantidad importante de aportes de la comunidad investigadora que sientan una base importante para trabajos futuros, dejando en claro que el trabajo colaborativo se consolida cada vez más como una estrategia didáctica válida y pertinente, no solo en la enseñanza/aprendizaje de la programación, sino también en otras áreas del conocimiento incluyendo las ciencias de la computación.

Biografía del autor/a

Oscar Revelo-Sánchez, Universidad de Nariño

MSc en Investigación de Operaciones, Departamento de Sistemas.

César A. Collazos-Ordóñez, Universidad del Cauca

PhD en Ciencias, Departamento de Sistemas.

Javier A. Jiménez-Toledo, Institución Universitaria CESMAG

MSc en Computación, Facultad de Ingeniería.

Referencias bibliográficas

M. Guitert and F. Jiménez, “Aprender a colaborar,” in Cooperar en clase: Ideas e instrumentos para trabajar en el aula, A. Campiglio and R. Rizzi, Eds. Madrid: M.C.E.P, 2000.

J. M. Chaljub, “Trabajo colaborativo como estrategia de enseñanza en la universidad,” Cuad. Pedagog. Univ., vol. 11, no. 22, pp. 64–71, 2014.

E. Barkley, K. P. Cross, and C. Major, Técnicas de aprendizaje colaborativo: manual para el profesorado universitario. Morata, 2007.

Y. Dimitriadis, J. I. Asensio, E. Gómez, A. Martínez, M. L. Bote, G. V. Gorgojo, and L. M. Vaquero, “Middleware para CSCL: Marco de Componentes Software y Apoyo de Tecnología Grid,” Rev. Iberoam. Intel. Artif., vol. 8, no. 24, pp. 21–31, 2004.

M. Maldonado, “El trabajo colaborativo en el aula universitaria,” Laurus, vol. 13, no. 23, pp. 263–278, 2007.

T. Panitz and P. Panitz, “Encouraging the Use of Collaborative Learning in Higher Education,” in University Teaching: International Perspectives, J. J. F. Forest, Ed. Taylor and Francis, 2014, pp. 161–201.

B. Gros, El Ordenador invisible: hacia la apropiación del ordenador en la enseñanza, vol. 1. Barcelona, España: Gedisa Editorial, 2000.

J. Salinas, “El aprendizaje colaborativo con los nuevos canales de comunicación,” in Nuevas tecnologías aplicadas a la educación, J. Cabero Almenara, Ed. Síntesis, 2000, pp. 199–227.

M. M. Lucero, “Entre el trabajo colaborativo y el aprendizaje colaborativo,” Rev. Iberoam. Educ., pp. 1–20, 2003.

C. Echazarreta, F. Prados, J. Poch, and J. Soler, “La competencia ‘El trabajo colaborativo’: Una oportunidad para incorporar las TIC en la didáctica universitaria. Descripción de la experiencia con la plataforma ACME (UdG),” Rev. sobre la Soc. del Conoc., no. 8, pp. 1–11, 2009.

D. W. Johnson, R. T. Johnson, and E. Johnson, Los nuevos círculos de aprendizaje. La cooperación en el aula y la escuela. Aique, 1999.

C. A. Collazos, L. A. Guerrero, J. A. Pino, and S. F. Ochoa, “Collaborative Scenarios to Promote Positive Interdependence among Group Members,” in Groupware: Design, Implementation, and Use, Springer, Berlin, Heidelberg, 2003, pp. 356–370.

L. M. Zañartu, “Aprendizaje colaborativo: una nueva forma de Diálogo Interpersonal y en Red,” Rev. Digit. Educ. y nuevas Tecnol., no. 28, pp. 1–12, 2003.

E. Escolano Pérez, L. T. Aragonés, and M. L. Herrero, “Percepción del alumnado universitario sobre su primera experiencia de aprendizaje colaborativo,” in V Congreso Mundial de Estilos de Aprendizaje, 2012, pp. 1–9.

D. Tranfield, D. Denyer, and P. Smart, “Towards a Methodology for Developing Evidence-Informed Management Knowledge by Means of Systematic Review,” Br. J. Manag., vol. 14, no. 3, pp. 207–222, Sep. 2003.

B. Kitchenham, O. Pearl Brereton, D. Budgen, M. Turner, J. Bailey, and S. Linkman, “Systematic literature reviews in software engineering – A systematic literature review,” Inf. Softw. Technol., vol. 51, no. 1, pp. 7–15, Jan. 2009.

B. A. A. Kitchenham, T. Dyba, and M. Jorgensen, “Evidence-based software engineering,” 26th Int. Conf. Softw. Eng., pp. 273–281, 2004.

B. Kitchenham and S. Charters, “Guidelines for performing Systematic Literature reviews in Software Engineering Version 2.3,” UK: Keele University and University of Durham, 2007.

B. Kitchenham, R. Pretorius, D. Budgen, O. Pearl Brereton, M. Turner, M. Niazi, and S. Linkman, “Systematic literature reviews in software engineering – A tertiary study,” Inf. Softw. Technol., vol. 52, no. 8, pp. 792–805, Aug. 2010.

T. Dyba, T. Dingsoyr, and G. K. Hanssen, “Applying Systematic Reviews to Diverse Study Types: An Experience Report,” in First International Symposium on Empirical Software Engineering and Measurement (ESEM 2007), 2007, pp. 225–234.

The Mendeley Support Team and T. M. S. Team, “Getting Started with Mendeley BT - Mendeley Desktop,” Mendeley Desktop. pp. 1–16, 2011.

L. Beck and A. Chizhik, “Cooperative learning instructional methods for CS1: Design, implementation, and evaluation,” ACM Trans. Comput. Educ., vol. 13, no. 3, pp. 1–21, 2013.

F. Jurado, A. I. Molina, M. A. Redondo, and M. Ortega, “Cole-Programming: Shaping Collaborative Learning Support in Eclipse,” IEEE Rev. Iberoam. Tecnol. del Aprendiz., vol. 8, no. 4, pp. 153–162, Nov. 2013.

H. T. Tran, H. H. Dang, K. N. Do, T. D. Tran, and Vu Nguyen, “An interactive Web-based IDE towards teaching and learning in programming courses,” in Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 2013, pp. 439–444.

B. Sabitzer and S. Strutzmann, “Brain-based Programming,” in 2013 IEEE Frontiers in Education Conference (FIE), 2013, pp. 1163–1169.

R. M. Powell, C. Murphy, A. Cannon, J. Gordon, and A. Ramachandran, “Evaluation of the emerging scholars program at Columbia University (abstract only),” in Proceeding of the 44th ACM technical symposium on Computer science education - SIGCSE ’13, 2013, p. 731.

B. Sabitzer, S. Pasterk, and S. Elsenbaumer, “Informatics is COOL,” in Proceedings of the 8th Workshop in Primary and Secondary Computing Education on - WiPSE ’13, 2013, pp. 91–94.

C. D. Hundhausen, A. Agrawal, and P. Agarwal, “Talking about code,” ACM Trans. Comput. Educ., vol. 13, no. 3, pp. 1–28, Aug. 2013.

N. Anderson and T. Gegg-Harrison, “Learning computer science in the ‘comfort zone of proximal development,’” in Proceeding of the 44th ACM technical symposium on Computer science education - SIGCSE ’13, 2013, pp. 495–500.

L. M. Serrano-Cámara, M. Paredes-Velasco, C.-M. Alcover, and J. Á. Velazquez-Iturbide, “An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts,” Comput. Human Behav., vol. 31, no. 1, pp. 499–508, Feb. 2014.

A. Knutas, J. Ikonen, U. Nikula, and J. Porras, “Increasing collaborative communications in a programming course with gamification,” in Proceedings of the 15th International Conference on Computer Systems and Technologies - CompSysTech ’14, 2014, pp. 370–377.

S. M. Rivera, M. C. Chotto, and G. A. Salazar, “A proposal for implementing PBL in programming courses,” in 2014 XL Latin American Computing Conference (CLEI), 2014, pp. 1–11.

C. D. Hundhausen and A. S. Carter, “Supporting Social Interactions and Awareness in Educational Programming Environments,” in Proceedings of the 5th Workshop on Evaluation and Usability of Programming Languages and Tools - PLATEAU ’14, 2014, pp. 55–56.

S. Vosinakis, P. Koutsabasis, and G. Anastassakis, “A Platform for Teaching Logic Programming Using Virtual Worlds,” in 2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014, pp. 657–661.

R. Swamidurai, “Improving undergraduate students programming skills through Collaborative Adversarial Pair Learning,” in IEEE SOUTHEASTCON 2014, 2014, pp. 1–4.

R. Duque, D. Gómez-Pérez, A. Nieto-Reyes, and C. Bravo, “Analyzing collaboration and interaction in learning environments to form learner groups,” Comput. Human Behav., vol. 47, pp. 42–49, Jun. 2015.

P. Awasthi and I. H. Hsaio, “INSIGHT: A semantic visual analytics for programming discussion forums,” in CEUR Workshop Proceedings, 2015, vol. 1518, pp. 24–31.

A. L. Santos, “Collaborative course project for practicing component-based software engineering,” in Proceedings of the 15th Koli Calling Conference on Computing Education Research - Koli Calling ’15, 2015, pp. 142–146.

A. Nylén, N. Thota, A. Eckerdal, P. Kinnunen, M. Butler, and M. Morgan, “Multidimensional analysis of creative coding MOOC forums,” in Proceedings of the 15th Koli Calling Conference on Computing Education Research - Koli Calling ’15, 2015, pp. 137–141.

A. Herala, E. Vanhala, A. Knutas, and J. Ikonen, “Teaching programming with flipped classroom method,” in Proceedings of the 15th Koli Calling Conference on Computing Education Research - Koli Calling ’15, 2015, pp. 165–166.

C. Latulipe, N. B. Long, and C. E. Seminario, “Structuring Flipped Classes with Lightweight Teams and Gamification,” in Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE ’15, 2015, pp. 392–397.

T. Ndabvonga-Dongo and A. H. Reed, “Enhancing software development in the MIS curriculum using pair programming,” in 2015 Americas Conference on Information Systems, AMCIS 2015, 2015, pp. 1–9.

S. Azmi, N. A. Iahad, and N. Ahmad, “Gamification in online collaborative learning for programming courses: A literature review,” ARPN J. Eng. Appl. Sci., vol. 10, no. 23, pp. 18087–18094, 2015.

Y. Hayashi, K.-I. Fukamachi, and H. Komatsugawa, “Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom,” in 2015 International Conference on Learning and Teaching in Computing and Engineering, 2015, pp. 209–212.

P. J. Guo, J. White, and R. Zanelatto, “Codechella: Multi-user program visualizations for real-time tutoring and collaborative learning,” in 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), 2015, pp. 79–87.

E. Stankov, M. Jovanov, B. Kostadinov, and A. Madevska Bogdanova, “A new model for collaborative learning of programming using source code similarity detection,” in 2015 IEEE Global Engineering Education Conference (EDUCON), 2015, pp. 709–715.

K. Sullivan, J. R. Byrne, N. Bresnihan, K. O’Sullivan, and B. Tangney, “CodePlus-Designing an after school computing programme for girls,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, pp. 1–5.

L.-K. Lee, O. Au, R. So, and N.-I. Wu, “Being Well-Prepared for Regular Pair-Programming Helps At-Risk Students,” in 2016 International Symposium on Educational Technology (ISET), 2016, pp. 65–68.

B. Zhong, Q. Wang, and J. Chen, “The impact of social factors on pair programming in a primary school,” Comput. Human Behav., vol. 64, pp. 423–431, 2016.

A. Eck, L.-K. Soh, and D. F. Shell, “Investigating Differences in Wiki-based Collaborative Activities between Student Engagement Profiles in CS1,” in Proceedings of the 47th ACM Technical Symposium on Computing Science Education - SIGCSE ’16, 2016, pp. 36–41.

C. Kussmaul, H. H. Hu, and C. Mayfield, “Guiding Students to Discover CS Concepts and Develop Process Skills using POGIL (Abstract Only),” in Proceedings of the 47th ACM Technical Symposium on Computing Science Education - SIGCSE ’16, 2016, pp. 712–712.

K. Thongkoo, “Mobile Learning Development for Supporting Computer Programming Skills,” in Lecture Notes in Electrical Engineering, vol. 391, 2016, pp. 181–186.

X. Wu and X. Feng, “A case study of project-based industrial collaborative learning courses for teaching high school programming development in China,” in 10th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings, 2016, pp. 148–151.

M. Coccoli, P. Maresca, and L. Stanganelli, “Teaching Computer Programming Through Hands-on Labs on Cognitive Computing,” in Proceedings - DMS 2016: 22nd International Conference on Distributed Multimedia Systems, 2016, pp. 158–164.

G.-J. Hwang, Z.-Y. Liang, and H.-Y. Wang, “An Online Peer Assessment-Based Programming Approach to Improving Students’ Programming Knowledge and Skills,” in 2016 International Conference on Educational Innovation through Technology (EITT), 2016, pp. 81–85.

M. Nawahdah and D. Taji, “Investigating students’ behavior and code quality when applying pair-programming as a teaching technique in a Middle Eastern society,” in 2016 IEEE Global Engineering Education Conference (EDUCON), 2016, vol. 10–13–Apri, pp. 32–39.

J. P. Ucan, O. S. Gomez, and R. A. Aguilar, “Assessment of software defect detection efficiency and cost through an intelligent collaborative virtual environment,” IEEE Lat. Am. Trans., vol. 14, no. 7, pp. 3364–3369, Jul. 2016.

C. Patek and A. Chattopadhyay, “Can Undergraduate Computing Research Be Student-Driven? (Abstract Only),” in Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education - SIGCSE ’17, 2017, pp. 715–715.

M. D. Sakhumuzi and O. K. Emmanuel, “Student perception of the contribution of Hackathon and collaborative learning approach on computer programming pass rate,” in 2017 Conference on Information Communication Technology and Society (ICTAS), 2017, pp. 1–5.

W. C. Hsu and H. C. K. Lin, “Impact of Applying WebGL Technology to Develop a Web Digital Game-Based Learning System for Computer Programming Course in Flipped Classroom,” in Proceedings - 5th International Conference on Educational Innovation through Technology, EITT 2016, 2017, pp. 64–69.

S. Ghorashi and C. Jensen, “Integrating Collaborative and Live Coding for Distance Education,” Computer (Long. Beach. Calif)., vol. 50, no. 5, pp. 27–35, May 2017.

A. Serenko, N. Bontis, L. Booker, K. Sadeddin, and T. Hardie, “A scientometric analysis of knowledge management and intellectual capital academic literature (1994‐2008),” J. Knowl. Manag., vol. 14, no. 1, pp. 3–23, Feb. 2010.

R. Wieringa, N. Maiden, N. Mead, and C. Rolland, “Requirements engineering paper classification and evaluation criteria: a proposal and a discussion,” Requir. Eng., vol. 11, no. 1, pp. 102–107, Mar. 2006.

Cómo citar
[1]
O. Revelo-Sánchez, C. A. Collazos-Ordóñez, y J. A. Jiménez-Toledo, «El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura», TecnoL., vol. 21, n.º 41, pp. 115–134, ene. 2018.

Descargas

Los datos de descargas todavía no están disponibles.
Publicado
2018-01-15
Sección
Artículos de investigación