Examining the relationship between epistemic activity and academic achievement using of scripts and co-evaluation strategies in a VLE

Abstract

It was conducted study with 36 university students. The purpose of this study was to promote the epistemic activity of students (critical and creative thinking) through collaboration (dialogic argumentation). The study analyzes the relationship between the intensity of student work using the tools provided in the virtual learning environment and the quality of academic products made by the teams. The students worked in 12 integrated teams in a Moodle platform. The teams conducted a case study (problem-based learning PBL) based on a topic of the curriculum chosen by them. The dynamics was modeled by means of collaboration scripts. The co-evaluation (peer review) was conducted through questionnaires and rubrics to evaluate the report of the case study and the collaborative process. As conclusion, we can say the teams that worked in collaboration had higher epistemic activity and therefore did better.