Grup de Recerca en Cognició i Context mediat per les Tecnologies de la Informació i de la Comunicació (INSPIRES)
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El grup COnTic és un grup de recerca consolidat, reconegut per la Generalitat de Catalunya, liderat per la Universitat de Lleida i adscrit al Departament de Pedagogia i Psicologia de la Universitat. Amb un caràcter interinstitucional i interdisciplinar, conTIC reuneix professionals de diferents àmbits relacionats amb la Psicologia, la Didàctica i la Tecnologia Informàtica. La principal finalitat del grup és estudiar com ajudar els futurs ciutadans a assolir les noves exigències cognitives i competències digitals que les Tecnologies de la Informació i la Comunicació (TIC) impliquen, per afavorir la seva inserció i èxit en el món escolar, social i professional. [Més informació].
Recent Submissions
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Inquiry web-based learning to enhance information problem solving competences in science
(Springer, 2008)Early research on using web information indicates that secondary students fail to explore much web tools, use them naively and have serious difficulties to understand and integrate web information. In response to these ... -
Inquiry Web-Based Learning to enhance knowledge construction in science: a study in secondary education
(Nova Science Publishers, 2010)Science is a complex topic and over the past two decades information and communication technologies have had an advantageous impact on science teaching and learning. When information and communication technologies are ... -
Using the affordances of wiki to support collaborative argumentation in secondary science education
(Nova Science Publishers, 2010)The role of argumentation processes to explain students’ science learning has been widely reported in the educational literature (e. g. Andriessen, 2006). The learning sciences have shown that collaborative classroom ... -
Resolviendo problemas de historia en y con la web
(Graó, 2011)Las tecnologías de la información y la comunicación (TIC) y concretamente Internet se nos presentan hoy como una herramienta de apoyo y mejora de los procesos de enseñanza-aprendizaje. Este artículo tiene como finalidad ... -
The role of scaffolding in CSCL in general and in specific environments
(John Wiley & Sons, 2014)This paper aims to analyse if virtual forums set up in an environment specifically designed to improve collaborative learning can effectively influence students’ discourse quality and learning when compared with those ... -
Incidence of group awareness information on students' collaborative learning processes
(John Wiley & Sons, 2014)This paper studies how the integration of group awareness tools in the knowledge management system called KnowCat (Knowledge Catalyser), which promotes collaborative knowledge construction, may both foster the students' ... -
La resolución de problemas entre iguales: incidencia de la mediación del ordenador en los procesos de interacción y en el aprendizaje
(Fundación Infancia y Aprendizaje, 2002)En el presente trabajo se analiza la incidencia de la mediación del ordenador en la resolución de problemas y en los procesos de interacción entre parejas de alumnos de la Enseñanza Secundaria Obligatoria. Para ello, se ... -
Wiki-supported collaborative learning in primary education. How a dialogic space is created for thinking together
(Springer, 2011)This paper explores how wikis may be used to support primary education students’ collaborative interaction and how such an interaction process can be characterised. The overall aim of this study is to analyse the ... -
Evaluation of the Development of Metacognitive Knowledge Supported by the KnowCat System
(Springer, 2009)The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students who participated actively in an experiment based on a Computer Supported Collaborative Learning ... -
Promoting Metacognitive Skills in a CSCL environment: implications for instructional and technology design
(Springer, 2010)This paper aims to better understand the development of students’ learning processes when participating actively in a specific Computer Supported Collaborative Learning system called KnowCat. To this end, a longitudinal ... -
Scaffolding through the network: analysing the promotion of improved online scaffolds among university students
(Taylor & Francis, 2007)This article explores how to enrich scaffolding processes among university students using specific Computer Supported Collaborative Learning –CSCL- software. A longitudinal case study was designed, in which eighteen students ... -
Breaking up the writing process: how wikis can support understanding the composition and revision strategies of young writers
(Taylor & Francis, 2011)Understanding how best to support immature writers in the development of their understanding of the writing process is an important concern for researchers and teachers. Social technologies have become key features of ... -
Improving Information Problem Solving skills in Secondary Education through embedded instruction
(Elsevier, 2012)This empirical study consists in an investigation of the effects, on the development of Information Problem Solving (IPS) skills, of a long-term embedded, structured and supported instruction in Secondary Education. Forty ... -
Using a blog to create and support a Community of Inquiry in Secondary Education
(SAGE Publications, 2013)Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This paper explores how blogs may be used to support Secondary Education students’ collaborative interaction and ...