ABSTRACT

Cooperative learning has been one of the burgeoning methodological approaches in recent decades due to its empirically demonstrated benefits. The use of technologies to support this methodology plays a fundamental role in better implementing it. This paper presents a study conducted with music students in the third year of ESO (Enseñanza Secundaria Obligatoria, or Compulsory Secondary Education) (n = 145) with the aim of ascertaining their perception of technology-assisted cooperative learning, an essential factor in creative projects that are extremely organizationally complex. In this study, we adopted a quasi-experimental design of repeated measures for a pre- and post-stage with a control group and an experimental group. The results suggest that there are statistically significant differences in academic performance and satisfaction with the methodology used. The conclusions show that technology-assisted cooperative work may be one of the few methodological alternatives that very effectively contribute to implementing creative projects.

摘要

由于合作学习在经验上证明了其优势，因此近几十年来一直是新兴的方法论方法之一。支持这种方法的技术使用在更好地实施中起着根本性的作用。本文介绍了在ESO三年级（EnseñanzaSecundaria Obligatoria或义务中学）对音乐系学生进行的一项研究（n = 145），目的是确定他们对技术辅助合作学习的理解，这是组织非常复杂的创意项目的重要因素。在这项研究中，我们采用了准实验设计，在对照组和实验组的前后进行重复测量。结果表明，在学业成绩和对所使用方法的满意度上，统计学上存在显着差异。结论表明，技术辅助合作工作可能是为有效实施创意项目做出非常有效贡献的少数方法替代方法之一。