Collaborative work and learning objectives in virtual environments for the teaching of hemodynamics veterinary medicine

Abstract

This research was conducted with students of fourth semester of Veterinary Medicine program at La Salle University, Bogotá, Colombia, who validated four learning objects in a virtual environment (AVA) to determine whether or not they promoted collaborative work from the strategy-based in learning by problems. It began with the design of activities to put into learning objects and intentionally promote collaborative work, from a real problem of hemodynamics in animals. The methodology was qualitative and performed the pedagogical model, focusing on cognitive theory and the constructivist approach, in which the objects were at the Moodle platform that was created under this approach. Also it was performed the technologic and communicative modelling. The methodological steps for the technology was supported in the GRACE method for engineers. The results were induced by observing through the case study. As a result it was determined that one of the features that should have the learning objects to promote collaborative work, without the intervention of the teacher as a tutor, is to include some of the strategies of collaborative learning as used in this research is that learning is based in problems. Another important feature of learning objects to promote collaborative work is to have, adequate links to go through forums, chat, or other tools (not used in this research) as the blog or wiki. The forum was a collaborative work, which was scarce in the beginning, and although all were present that were autonomous in their learning, was a certain fear to seek help from peers here, but when they found a greater degree of difficulty to solve a problem, began to ask or request permission to work with others, then collaborative learning took place, as all came to not only at the level of the object (know the concepts) but at the aim level (apply the knowledge).