The usage of ICT in colaborative learning processes in higher education

Abstract

The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in Information and Communication Technologies (ICT) classrooms play a role on the construction of knowledge in higher education institutions. Based on the pointed outlines, we intend to explore how: (1) collaborative environments that occur from the usage of Information and Communication Technologies get students actively involved in the learning process, (2) collaborative tools at the level of group work influence learning regulation by students themselves and (3) the handling of professional elements as perceived by students, can lead them to different learning attitudes. This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an elearning platform and of specific CRM (Customer Relationship Management) software. Data was collected through questionnaires available on the elearning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be performed have an empirical component. More, students seem to identify the need to regulate their own learning, which reinforces planning and regulation of collaborative activities and the role of synchronous and asynchronous possibilities of ICT. Finally, the study alerts to the way how the usage of future professional elements interacts with different leaning attitudes.