Model for Writing Scientific Articles Remotely Through Collaborative Tasks
Abstract
There has been a lot of research on improving the process of scientific writing collaboratively, for example, indicators have been elaborated to measure the success of this type of activities, also, computer tools have been developed to facilitate this exercise, among other proposals. These research works have become relevant and pertinent due to the current conditions of pandemic (COVID-19), because, general isolation measures have been established that make it impossible to meet and interact with other people, which are important values to succeed in any collaborative activity. For this reason, the process of scientific research and writing has become extremely difficult in recent times; specifically, the lack of a structured process to organize and systematize scientific research at a distance through virtual means has been identified. Considering the above-mentioned problems, a model based on the contributions of collaborative engineering is presented, which allows the design of joint tasks from virtuality, adding elements of the SECI model, which seeks to manage knowledge and make it uniform among authors. To this end, the abstraction of common tasks when writing scientific articles was carried out and a model was proposed to improve this process. The validation of this was done through a case study where a group of researchers use the proposal and develop the writing of a research paper. Subsequently, promising results were obtained about the proposed model, with high levels of satisfaction among participants. Finally, it was found that this is an area of research in which contributions can be made, where the development of specific tools to evaluate collaborative activities is a latent need.
References
D. Biber; B. Gray, “Challenging stereotypes about academic writing: Complexity, elaboration, explicitness,” J. Engl. Acad. Purp., vol. 9, no. 1, pp. 2-20. Mar. 2010. https://doi.org/10.1016/j.jeap.2010.01.001
K. Hyland, “Academic publishing and the myth of linguistic injustice,” J. Second Lang. Writ., vol. 31, pp. 58-69, Mar. 2016. https://doi.org/10.1016/j.jslw.2016.01.005
V. Singh; P. Mayer, “Scientific writing: Strategies and tools for students and advisors: Strategies and Tools for Students and Advisors,” Biochem. Mol. Biol. Educ., vol. 42, no. 5, pp. 405-413. Oct. 2014. https://doi.org/10.1002/bmb.20815
D. Rodriguez; R. García-Martínez, “A Proposal of Interaction Modelling Formalisms in Virtual Collaborative Work Spaces,” Lect. Notes Softw. Eng., vol. 2, no. 1, pp. 76-80. Feb. 2014. https://doi.org/10.7763/LNSE.2014.V2.98
H. A. Rivera Rodríguez; M. N. Malaver Rojas, La organización: los stakeholders y la responsabilidad social, Editorial Universidad del Rosario. 2011. https://www.urosario.edu.co/urosario_files/a0/a019d4bc-3670-4966-881c-ccaabf47d85c.pdf
E. J. Agudelo Ceballos; A. Valencia Arias, “La gestión del conocimiento, una política organizational para la empresa de hoy,” Ingeniare Rev. Chil. Ing., vol. 26, no. 4, 673–684. Dic. 2018. http://dx.doi.org/10.4067/S0718-33052018000400673
H. Bathelt; A. Malmberg; P. Maskell, “Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation,” Prog. Hum. Geogr., vol. 28, no. 1, pp. 31-56. Feb. 2004. https://doi.org/10.1191/0309132504ph469oa
G. von Krogh; J. Roos, Organizational epistemology. Macmillan, 1995.
M. L. Farnese; B. Barbieri; A. Chirumbolo; G. Patriotta, “Managing Knowledge in Organizations: A Nonaka’s SECI Model Operationalization,” Front. Psychol., vol. 10, no. 2730, Dec. 2019. https://doi.org/10.3389/fpsyg.2019.02730
M. Dávideková; J. Hvorecký, “Collaboration Tools for Virtual Teams in Terms of the SECI Model,” en Interactive Collaborative Learning, Cham. 2017, vol. 544, pp. 97-111. https://doi.org/10.1007/978-3-319-50337-0_9
J. L. Jurado Muñoz; C. J. Pardo Calvache, “La gestión de proyectos Software, una prospectiva en la aplicación de estrategias en la Ingeniería colaborativa,” Lámpsakos, no. 9, 26–33. 2013. https://doi.org/10.21501/21454086.854
M. Coto; C. A. Collazos; S. M. Rivera, “Modelo Colaborativo y Ubicuo para apoyar los procesos de enseñanza-aprendizaje a nivel Iberoamericano,” Rev. Educ. Distancia. no. 48. Mar. 2016. https://revistas.um.es/red/article/view/253521
X. Cheng; X. Wang; J. Huang; A. Zarifis, “An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning,” Int. Rev. Res. Open Distrib. Learn., vol. 17, no. 1, Feb. 2016. https://doi.org/10.19173/irrodl.v17i1.2110
H. Lahti; P. Seitamaa-Hakkarainen; K. Hakkarainen, “Collaboration patterns in computer supported collaborative designing,” Des. Stud., vol. 25, no. 4, 351-371. Jul. 2004. https://doi.org/10.1016/j.destud.2003.12.001
R. Briggs; G. Kolfschoten; G-J. de Vreede; D. Douglas, “Defining key concepts for collaboration engineering,” en AMCIS 2006 Proceedings, vol. 17, pp. 121-128. https://aisel.aisnet.org/amcis2006/17/
T. Giesbrecht; G. Schwabe; B. Schenk, “Service encounter thinklets: how to empower service agents to put value co-creation into practice: Service encounter thinklets,” Inf. Syst. J., v. 27, no. 2, 171-196. Mar. 2017. https://doi.org/10.1111/isj.12099
G. L. Kolfschoten; F. Niederman; R. O. Briggs; G.-J. De Vreede,“Facilitation roles and responsibilities for sustained collaboration support in organizations,” J. Manag. Inf. Syst., v. 28, no. 4, 129–162. Dec. 2014. https://doi.org/10.2753/MIS0742-1222280406
A. Solano Alegría; Y. Méndez Alegría; C. Collazos Ordóñez, “Thinklet: elemento clave en la generación de métodos colaborativos para evaluar usabilidad de software,” Cienc. E Ing. Neogranadina, vol. 20, no. 2, pp. 87 106. https://doi.org/10.18359/rcin.278
Y. A. Rodríguez Mora; J. Balladares-Burgos, “Aprendizaje colaborativo en entornos virtuales,” (Tesis de Maestría), Universidad Andina Simón Bolívar, Sede Ecuador, Quito, 2019.
O. Revelo-Sánchez; C. A. Collazos-Ordóñez; J. A. Jiménez-Toledo. “El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura,” TecnoLógicas, vol. 21, no. 41, pp. 115-134. Jan. 2018. https://doi.org/10.22430/22565337.731
J. Fernandez-Rio; J. A. Cecchini; A. Méndez-Giménez; D. Méndez-Alonso; J. A. Prieto. “Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos,” An. Psicol. Psychol., vol. 33, no. 3, pp. 680–688, Jul. 2017. https://doi.org/10.6018/analesps.33.3.251321
G. M. Londoño M., “Aprendizaje colaborativo presencial, aprendizaje colaborativo mediado por computador e interacción: Aclaraciones, aportes y evidencias,” Rev. Q., vol. 2, no. 4. 2008. https://repository.upb.edu.co/handle/20.500.11912/6522
B. Figueroa; M. Aillon, “Escritura académica de un ensayo mediado por el aprendizaje colaborativo virtual,” Estud. Pedagógicos Valdivia, vol. 41, no. 1, pp. 79–91. 2015. http://dx.doi.org/10.4067/S0718-07052015000100005
D. Rodríguez; R. Priano; N. Charczuk; R. García Martínez; R. García, “Medidas de interacción en espacios virtuales para trabajo colaborativo,” en XVII Workshop de Investigadores en Ciencias de la Computación, Red de Universidades con Carreras en Informática, Salta, 2015. http://sedici.unlp.edu.ar/handle/10915/46341
S. Álvarez Lebrum; O. M. Salazar; D. A. Ovalle, “Hacia un modelo ontológico de aprendizaje colaborativo basado en agentes”. Rev. Vínculos., vol. 13, no. 1, pp. 45–55. Jun. 2016. https://doi.org/10.14483/2322939X.11581
D. Rodríguez; R. Priano; R. García; N. Charczuk; F. Ribeiro; S. Bianco, “Programa de I+ D+ I en ingeniería de espacios virtuales de trabajo,” en XVIII Workshop de Investigadores en Ciencias de la Computación, Entre Ríos, 975-977. http://sedici.unlp.edu.ar/handle/10915/52766
S. Tyagi; S. Agrawal; K. Yang; H. Ying, “An extended Fuzzy-AHP approach to rank the influences of socialization-externalization-combination-internalization modes on the development phase,” Appl. Soft Comput., vol. 52, 505–518. Mar. 2017. https://doi.org/10.1016/j.asoc.2016.10.017
Y. Hijikata; T. Takenaka; Y. Kusumura; S. Nishida. “Interactive knowledge externalization and combination for SECI model,” en Proceedings of the 4th international conference on Knowledge capture - K-CAP ’07, Whistler, BC, Canada. 2007, pp. 151-158. https://doi.org/10.1145/1298406.1298434
A. Prasetya; K. Taroreh, “The Implementation of Socialization, Externalization, Combination, and Internalization (SECI) Through EDMODO Application to Improve Student Group’s Learning Outcomes,” en 1st International Conference on Education Innovation (ICEI 2017). Atlantis press, 2018, pp. 5-8. https://doi.org/10.2991/icei-17.2018.2
L. A. Guerrero; B. Mejías; C. A. Collazos; J. A. Pino; S. F. Ochoa, “Collaborative learning and creative writing”, en Proceedings of the IEEE/LEOS 3rd International Conference on Numerical Simulation of Semiconductor Optoelectronic Devices (IEEE Cat. No. 03EX726). Santiago, Chile, 2003, pp. 180–186. http://dx.doi.org/10.1109/LAWEB.2003.1250295
L. Ubilla Rosales; L. Gómez Álvarez; K. Sáez Carrillo, “Escritura colaborativa de textos argumentativos en inglés usando Google Drive,” Estud. Pedagógicos Valdivia, vol. 43, no. 1, pp. 331–348, 2017. http://dx.doi.org/10.4067/S0718-07052017000100019
Á. G. Santa-Cecilia. “Bases comunes para una Europa plurilingüe: Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación,” Tarbiya Rev. Investig. E Innov. Educ., no. 33. Feb. 2003. https://revistas.uam.es/tarbiya/article/view/7254
V. Ness; K. Duffy; J. McCallum; L. Price, “Getting published: Reflections of a collaborative writing group,” Nurse Educ. Today, vol. 34, no. 1, pp. 1-5. Jan. 2014. https://doi.org/10.1016/j.nedt.2013.03.019
D. Hasanuddin; E. Emzir; S. Akhadiah. “Improving Students’ Scientific Writing Ability through Blended learning Based Collaborative Learning,” Int. J. Emerg. Technol. Learn. (IJET), vol. 14, no. 20, pp. 34–43. 2019. https://doi.org/10.3991/ijet.v14i20.11457
S. M. Aluisio; I. Barcelos; J. Sampaio; O. N. Oliveira. “How to learn the many unwritten “rules of the game” of the academic discourse: a hybrid approach based on critiques and cases to support scientific writing,” en Proceedings IEEE International Conference on Advanced Learning Technologies. Madison, 2001, pp. 257-260. https://doi.org/10.1109/ICALT.2001.943916
C. Gamberi; K. Hall. “Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication.” Int. J. Sci. Educ., vol. 41, no. 1, pp. 48-63. Oct. 2018. https://doi.org/10.1080/09500693.2018.1531439
I. D. Claros; C. A. Collazos; R. Cobos, “Servicios awareness para la mejora del escenario educativo soportado sobre KnowCat,” Av. En Sist. E Informática, vol. 6, no. 1, pp. 127–134. Jan. 2009. https://revistas.unal.edu.co/index.php/avances/article/view/14472
C. A. Collazos, “Diseño de actividades de aprendizaje colaborativo asistidas por computador”. Rev. Educ. En Ing., vol. 9, no. 17, pp. 143-149. Jun. 2014. https://doi.org/10.26507/rei.v9n17.379
P. E. Glinz Férez, “Un acercamiento al trabajo colaborativo,” Rev. Iberoam. Educ., vol. 36, no. 7, Feb. 2005. https://doi.org/10.35362/rie3672927
M. Laal, “Positive Interdependence in Collaborative Learning,” Procedia - Soc. Behav. Sci., vol. 93, pp. 1433-1437. Oct. 2013. https://doi.org/10.1016/j.sbspro.2013.10.058
M. O. Casanova Uribe; I. M. Alvarez Valdivia; I. Gómez Alemany, “Propuesta de indicadores para evaluar y promover el aprendizaje cooperativo en un debate virtual,” Edutec Rev. Electrónica Tecnol. Educ., no. 28, Mar. 2009. https://doi.org/10.21556/edutec.2009.28.455
P. Saenz-López Buñuel, Educar Emocionando, Universidad de Huelva. 2020. https://www.unebook.es/es/ebook/educar-emocionando_E1000010902
C. Velasquez Callado, “Aprendizaje cooperativo: aproximación teórico-práctica aplicada a la educación física," EmásF Rev. Digit. Educ. Física, vol. 5, no. 29, pp. 19–31. Jul. 204. https://dialnet.unirioja.es/servlet/articulo?codigo=5479688
Downloads
