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Supporting collaborative learning 
among Cuban university students 
through the use of social software 
Dissertation for the academic degree of Doctor in Educational Sciences 
Roberto Carlos Rodríguez Hidalgo 
Promotors: Prof. dr. Chang Zhu 
Prof. dr. Aida María Torres Alfonso 
June 17, 2014
Universidad Central “Marta Abreu” de 
Las Villas 
Problem statement 
UCLV
Overview 
Introduction 
• Problem 
statement 
• Scope 
Research 
design 
• 5 empirical 
studies 
Results 
• Diagnostic 
• Didactic Model 
• Integration 
• Validation 
Conclusions 
• Limitations 
• Future 
Research
Current teaching & learning problems in UCLV 
Some teachers 
support many 
students 
Many teachers 
don’t like ICT 
Students don’t have 
effective ways to 
collaborate 
4 
Problem statement
Cuban HE situation 
D 
… 
Blended-learning 
Collaborative learning 
ICT use 
… 
Red 
Univ 
Problem statement
Benefits of collaborative learning 
• Both facilitators and learners become active 
participants in the educational process (Brookfield, 
1986). 
• The hierarchy between facilitators and learners is 
eliminated (Bruffle, 1999). 
• A sense of community is created (Kaplan, 2002). 
• Knowledge is created, not transferred (Sheridan, 
1989). 
• Knowledge is considered to be located in the 
community rather than in the individual (Whipple, 
1987). 
6 
Problem statement
Benefits of collaborative learning 
• Both facilitators and learners become active 
participants in the 1986). 
Process 
educational process (Brookfield, 
• The hierarchy between facilitators and learners is 
eliminated (Bruffle, 1999). 
• A sense of community is created (Kaplan, 2002). 
• Knowledge is created, not transferred (Sheridan, 
1989). 
• Knowledge is considered to be located in the 
community rather than in the individual (Product 
Whipple, 
1987). 
7 
Problem statement
Benefits of social software use in 
education 
• can be individualized in design and use 
• can represent problems more realistically 
• can display each step of a difficult problem 
solving task 
• can afford group discussion and 
collaboration across distances 
• can provide immediate feedback for 
monitoring and evaluating student 
progress 
Social 
Software: 
Baker E. L., O’Neil HF. Measuring problem solving in computer environments: Current 
and future states. Computers in Human Behavior. 2002;18:609-622 
8 
Problem statement
Scope 
CL 
SS 
CSCL 
Scope
Web 2.0 Scope 
Publish 
Social 
software 
Share 
Discuss 
Social 
networks 
Microblogs 
Livestream 
Livecast 
Social 
games 
Virtual 
worlds 
MMO
PhD Presentation: "Supporting collaborative learning among Cuban university students through the use of social software"
General research question 
To what extent do collaborative learning activities 
supported by social software improve the effectiveness of 
the teaching and learning process in Cuban higher 
education?
Research design overview
5 studies within 3 phases 
Phase Diagnostic Integration-Validation Validation 
Study 1 2 3 4 5 
Focus 
Current use and 
perceptions of 
social software 
Wiki-supported 
collaborative 
learning 
Using SNA to 
analyse OTD 
SS-supported 
scaffolding in 
CL 
Wikis/online 
discussions 
effectiveness & 
perceived 
importance to 
support CL 
Participants 
28 teachers 
+ 
79 students 
20 students 21 students 60 students 60 students 
Methodology QUAL+quan QUANqual QUAN+QUAL QUAN+qual Quantitative
Main instruments and methods 
Instruments 
Diagnostic 
Focus groups & 
interviews 
Collaborative 
preferences 
Survey on Social 
software use, 
importance & 
acceptance 
Interventions 
Sociometry 
Queries to social 
software’s DBs 
Self-efficacy on 
courses’ topics 
Social software 
content 
Students’ score 
sheets 
Validation 
Self-efficacy on 
using social 
software 
Social software 
effectiveness 
Social software 
importance 
Mixed methodology 
Quantitative 
data 
Qualitative 
data
Diagnostic-main RQs (1st study) 
• What are teachers’ and students’ perceptions of the use of 
collaborative approaches in teaching and learning? 
• What are their views about using social software? 
• What are the requirements to effectively integrate social 
software?
Collaboration perceptions 
Open question: Student's perceptions of collaborative learning 
communication 
cognitive elaboration 
perspective 
9% 
community 
9% 
feedback 
5% 
motivational perspective 
comfort 
1% 
3% 
11% 
developmental 
perspective 
14% 
facilitation 
11% 
social cohesion 
perspective 
18% 
knowledge sharing 
19% 
Other 
62%
Recommended requirements to 
integrate social software 
Recommended requirement supported by data 
from 
Motivate teachers and students to integrate social software to support collaborative learning. 
Focus groups 
CP questionnaire 
Well-planned integration of social software, aligned with teaching and learning 
characteristics. Focus groups 
Ensure students’/teachers’ workload is reasonable when integrating social software. Focus groups 
Limitations concerning the Cuban Internet gap should be reduced. Focus groups 
Social software environments should be monitored by teachers to prevent undesired 
behaviours. Focus groups 
Provide support for students to ask about questions for their academic performance. Focus groups 
Use online social software as a tool to encourage shy students to engage in collaboration and 
communication. Focus groups 
Offering alternative ways (online) to share resources among teachers and students. Focus groups 
Prioritising the integration of social software for courses taught by more than one teacher. Focus groups 
Defining the ideal number of students for group collaboration. CP questionnaire 
Encouraging the use of various social software tools in order to benefit more from the 
potential of social software for teaching and learning. SS.U.I.A questionnaire
Didactic model 
Foundations 
Theoretical 
framework 
• Social spaces 
• Didactics 
• ZPD 
• Stigmergic 
collaboration 
Characteristics 
• Classroom  social 
space 
• ZDP  Scaffolding 
• Scaffolding + SS 
SS integration (phases) 
Teaching strategy 
Promotion 
Introduction 
Intensification 
Innovation 
Recommended 
requirements 
Motivation 
Well-planned integration 
Internet limitations 
SS monitoring 
Soft- scaffolding 
Student engagement 
Resource sharing 
Use of various SS 
Support collab. teaching 
Ideal membership 
Encouraging mashups
Integration phases 
Promotion 
Social tags (5.65) 
Videocast (5.28) 
Microblogs (5.08) 
Introduction 
Wikis (7.09) 
Social networks (6.68) 
Blogs (6.18) 
Online discussions (5.98) 
Syndication (5.86) 
Intensive use Innovation 
௙ 
ௌௌ.௎ ௌௌ.ூ ௌௌ.஺ 
௡ଵ
Intervention-main RQs (2nd to 4th 
studies) 
• How do student peer relationships differ during social 
software learning context from the relationships before 
starting the social software learning activities? 
• How do students interact with each other at the content 
level when learning through social software? 
• How does social software-supported scaffolding influence 
student relationships in collaborative learning? 
• Does social software-supported scaffolding influence the 
effectiveness of student collaborative learning?
Social Network Analysis-Gephi Studies 2, 3 & 4
Case A-relationships 
before after 
Study 4
Case B-relationships 
before after 
Study 4
Case C-relationships 
before after 
Study 4
SNA-metrics (before-after) Study 4 
Before After Before After Before After 
A B C 
Average degree Graph density Number of communities
Content analysis Study 3 
Task oriented 
35% 
Irrelevant 
3% 
Technical 
6% 
Planning 
19% 
Sharing and comparing 
information 
Social 
13% 
12% 
Assessment 
9% 
Comments coded 
Peer-assessment 
3%
Study Self-efficacy 4 
on courses’ topics Mean 
4 
3.5 
3 
2.5 
2 
1.5 
1 
0.5 
0 
F2F Social soft. F2F Social soft. F2F Social soft. F2F Social soft. 
A B C All
Validation-main RQs (5th study) 
• Does students’ self-efficacy on using social software 
increase when using it to support collaborative learning 
activities? 
• What is the students’ perceived effectiveness of wikis and 
online discussions when used to support collaborative 
learning? 
• What is the students’ perceived importance of wikis and 
online discussions when these are used to support 
collaborative learning?
Self-efficacy on social software use 
3.5 
3 
2.5 
2 
1.5 
1 
0.5 
0 
pre-test post-test pre-test post-test pre-test post-test 
online discussions wikis social software
Effectivenes & importance of social 
software to support CL 
effectiveness of social 
software 
importance of social 
software 
3.7 
3.6 
3.5 
3.4 
3.3 
3.2 
3.1 
3 
2.9 
social software effectiveness 
Online discussions wikis both 
3.7 
3.6 
3.5 
3.4 
3.3 
3.2 
3.1 
3 
2.9 
social software importance 
Online discussions wikis both
General Conclusions 
social software-supported 
collaborative learning 
Positively 
influences 
on SN 
dynamics 
Positively 
influences 
SE 
• On courses’ 
topics 
• On SS use 
Positively 
influences 
scaffolding 
Positively 
influences 
learning 
effectiveness
General Conclusions 
Didactic model 
Supported by 
Diagnostic 
• Recommended 
requirements 
Theorethically 
supported 
• Social spaces 
• Didactics 
• Socio-cultural 
development theory 
• Stigmergy 
collaboration 
Intervention 
studies 
+ 
Supported by 
validation phase
Limitations 
Sample 
• Cuban higher 
education 
No control groups 
• Pre-test + post-test 
• Triangulation 
Possible 
researcher/teacher 
bias 
Hawthorne effect
Future research 
Generalise in 
Cuban HE 
• Blogs 
• Syndication 
• Microblogs 
• Videocast 
CL + SS+ 
Gephi + SNA 
+ content 
analysis 
• Learning 
analytics on SS 
• Machine 
learning
Thank you very much… 
Name Roberto Carlos Rodríguez Hidalgo 
email robec@uclv.edu.cu 
Position Assistant Teacher 
Company 
Department of Educational Technology 
Centre of Informatics' Studies 
Universidad Central “Marta Abreu” de Las Villas 
Carretera a Camajuaní Km. 5 ½ Santa Clara, 
Cuba
PhD Presentation: "Supporting collaborative learning among Cuban university students through the use of social software"

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PhD Presentation: "Supporting collaborative learning among Cuban university students through the use of social software"

  • 1. Supporting collaborative learning among Cuban university students through the use of social software Dissertation for the academic degree of Doctor in Educational Sciences Roberto Carlos Rodríguez Hidalgo Promotors: Prof. dr. Chang Zhu Prof. dr. Aida María Torres Alfonso June 17, 2014
  • 2. Universidad Central “Marta Abreu” de Las Villas Problem statement UCLV
  • 3. Overview Introduction • Problem statement • Scope Research design • 5 empirical studies Results • Diagnostic • Didactic Model • Integration • Validation Conclusions • Limitations • Future Research
  • 4. Current teaching & learning problems in UCLV Some teachers support many students Many teachers don’t like ICT Students don’t have effective ways to collaborate 4 Problem statement
  • 5. Cuban HE situation D … Blended-learning Collaborative learning ICT use … Red Univ Problem statement
  • 6. Benefits of collaborative learning • Both facilitators and learners become active participants in the educational process (Brookfield, 1986). • The hierarchy between facilitators and learners is eliminated (Bruffle, 1999). • A sense of community is created (Kaplan, 2002). • Knowledge is created, not transferred (Sheridan, 1989). • Knowledge is considered to be located in the community rather than in the individual (Whipple, 1987). 6 Problem statement
  • 7. Benefits of collaborative learning • Both facilitators and learners become active participants in the 1986). Process educational process (Brookfield, • The hierarchy between facilitators and learners is eliminated (Bruffle, 1999). • A sense of community is created (Kaplan, 2002). • Knowledge is created, not transferred (Sheridan, 1989). • Knowledge is considered to be located in the community rather than in the individual (Product Whipple, 1987). 7 Problem statement
  • 8. Benefits of social software use in education • can be individualized in design and use • can represent problems more realistically • can display each step of a difficult problem solving task • can afford group discussion and collaboration across distances • can provide immediate feedback for monitoring and evaluating student progress Social Software: Baker E. L., O’Neil HF. Measuring problem solving in computer environments: Current and future states. Computers in Human Behavior. 2002;18:609-622 8 Problem statement
  • 9. Scope CL SS CSCL Scope
  • 10. Web 2.0 Scope Publish Social software Share Discuss Social networks Microblogs Livestream Livecast Social games Virtual worlds MMO
  • 12. General research question To what extent do collaborative learning activities supported by social software improve the effectiveness of the teaching and learning process in Cuban higher education?
  • 14. 5 studies within 3 phases Phase Diagnostic Integration-Validation Validation Study 1 2 3 4 5 Focus Current use and perceptions of social software Wiki-supported collaborative learning Using SNA to analyse OTD SS-supported scaffolding in CL Wikis/online discussions effectiveness & perceived importance to support CL Participants 28 teachers + 79 students 20 students 21 students 60 students 60 students Methodology QUAL+quan QUANqual QUAN+QUAL QUAN+qual Quantitative
  • 15. Main instruments and methods Instruments Diagnostic Focus groups & interviews Collaborative preferences Survey on Social software use, importance & acceptance Interventions Sociometry Queries to social software’s DBs Self-efficacy on courses’ topics Social software content Students’ score sheets Validation Self-efficacy on using social software Social software effectiveness Social software importance Mixed methodology Quantitative data Qualitative data
  • 16. Diagnostic-main RQs (1st study) • What are teachers’ and students’ perceptions of the use of collaborative approaches in teaching and learning? • What are their views about using social software? • What are the requirements to effectively integrate social software?
  • 17. Collaboration perceptions Open question: Student's perceptions of collaborative learning communication cognitive elaboration perspective 9% community 9% feedback 5% motivational perspective comfort 1% 3% 11% developmental perspective 14% facilitation 11% social cohesion perspective 18% knowledge sharing 19% Other 62%
  • 18. Recommended requirements to integrate social software Recommended requirement supported by data from Motivate teachers and students to integrate social software to support collaborative learning. Focus groups CP questionnaire Well-planned integration of social software, aligned with teaching and learning characteristics. Focus groups Ensure students’/teachers’ workload is reasonable when integrating social software. Focus groups Limitations concerning the Cuban Internet gap should be reduced. Focus groups Social software environments should be monitored by teachers to prevent undesired behaviours. Focus groups Provide support for students to ask about questions for their academic performance. Focus groups Use online social software as a tool to encourage shy students to engage in collaboration and communication. Focus groups Offering alternative ways (online) to share resources among teachers and students. Focus groups Prioritising the integration of social software for courses taught by more than one teacher. Focus groups Defining the ideal number of students for group collaboration. CP questionnaire Encouraging the use of various social software tools in order to benefit more from the potential of social software for teaching and learning. SS.U.I.A questionnaire
  • 19. Didactic model Foundations Theoretical framework • Social spaces • Didactics • ZPD • Stigmergic collaboration Characteristics • Classroom  social space • ZDP  Scaffolding • Scaffolding + SS SS integration (phases) Teaching strategy Promotion Introduction Intensification Innovation Recommended requirements Motivation Well-planned integration Internet limitations SS monitoring Soft- scaffolding Student engagement Resource sharing Use of various SS Support collab. teaching Ideal membership Encouraging mashups
  • 20. Integration phases Promotion Social tags (5.65) Videocast (5.28) Microblogs (5.08) Introduction Wikis (7.09) Social networks (6.68) Blogs (6.18) Online discussions (5.98) Syndication (5.86) Intensive use Innovation ௙ ௌௌ.௎ ௌௌ.ூ ௌௌ.஺ ௡ଵ
  • 21. Intervention-main RQs (2nd to 4th studies) • How do student peer relationships differ during social software learning context from the relationships before starting the social software learning activities? • How do students interact with each other at the content level when learning through social software? • How does social software-supported scaffolding influence student relationships in collaborative learning? • Does social software-supported scaffolding influence the effectiveness of student collaborative learning?
  • 22. Social Network Analysis-Gephi Studies 2, 3 & 4
  • 26. SNA-metrics (before-after) Study 4 Before After Before After Before After A B C Average degree Graph density Number of communities
  • 27. Content analysis Study 3 Task oriented 35% Irrelevant 3% Technical 6% Planning 19% Sharing and comparing information Social 13% 12% Assessment 9% Comments coded Peer-assessment 3%
  • 28. Study Self-efficacy 4 on courses’ topics Mean 4 3.5 3 2.5 2 1.5 1 0.5 0 F2F Social soft. F2F Social soft. F2F Social soft. F2F Social soft. A B C All
  • 29. Validation-main RQs (5th study) • Does students’ self-efficacy on using social software increase when using it to support collaborative learning activities? • What is the students’ perceived effectiveness of wikis and online discussions when used to support collaborative learning? • What is the students’ perceived importance of wikis and online discussions when these are used to support collaborative learning?
  • 30. Self-efficacy on social software use 3.5 3 2.5 2 1.5 1 0.5 0 pre-test post-test pre-test post-test pre-test post-test online discussions wikis social software
  • 31. Effectivenes & importance of social software to support CL effectiveness of social software importance of social software 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 social software effectiveness Online discussions wikis both 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 social software importance Online discussions wikis both
  • 32. General Conclusions social software-supported collaborative learning Positively influences on SN dynamics Positively influences SE • On courses’ topics • On SS use Positively influences scaffolding Positively influences learning effectiveness
  • 33. General Conclusions Didactic model Supported by Diagnostic • Recommended requirements Theorethically supported • Social spaces • Didactics • Socio-cultural development theory • Stigmergy collaboration Intervention studies + Supported by validation phase
  • 34. Limitations Sample • Cuban higher education No control groups • Pre-test + post-test • Triangulation Possible researcher/teacher bias Hawthorne effect
  • 35. Future research Generalise in Cuban HE • Blogs • Syndication • Microblogs • Videocast CL + SS+ Gephi + SNA + content analysis • Learning analytics on SS • Machine learning
  • 36. Thank you very much… Name Roberto Carlos Rodríguez Hidalgo email robec@uclv.edu.cu Position Assistant Teacher Company Department of Educational Technology Centre of Informatics' Studies Universidad Central “Marta Abreu” de Las Villas Carretera a Camajuaní Km. 5 ½ Santa Clara, Cuba