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Authordc.contributor.authorHamuy Pinto, Eduardo 
Authordc.contributor.authorGalaz Lorca, Mirtha es_CL
Cita de ítemdc.identifier.citationComputers & Education 54 (2010) 169–177. DOI: 10.1016/j.compedu.2009.08.001en_US
General notedc.descriptionArtículo de publicación ISIen_US
Abstractdc.description.abstractWeb resources in Latin American higher education institutions have been reported to show a much stronger emphasis on Information than on Communication. A Course Management System (CMS), according to Social Constructivism framework, is an opportunity for fostering learning through interaction in a virtual environment for learning; hence, stimulating the use of a CMS for communication purposes seems quite appropriate. A quantitative analysis of 63.06% of the virtual classrooms was conducted, using the users log database to describe five variables: Participation, Informational Interaction Level, Communicational Interaction Level, and the use of Informational Resources and Communicational Resources in the CMS. An assessment of the first 2 years of implementation of Moodle in a campus confirmed prominence levels of interaction and resources that favor Information over Communication purposes in the use of the CMS. It is not conclusive whether this necessarily implies more or better learning; a profound qualitative study would be needed to answer these questions. Teachers and students show different behaviors in the face of this new ICT campus resource, while faculty members appear to have behaved in an erratic manner, students show steady levels of CMS usage.en_US
Publisherdc.publisherElsevier Ltd.en_US
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.uri*
Títulodc.titleInformation versus Communication in Course Management System participationen_US
Document typedc.typeArtículo de revistaen_US

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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile