The DOI matches its Crossref record; 24 of the 25 references it cites were found in a registry or an index.
Activity Theory and e-Course Design: An Experience in Discrete Mathematics for Computer Science
Open accessAbstract
El objetivo de este estudio es presentar una experiencia de aprendizaje virtual a distancia en el ámbito de la enseñanza de las matemáticas en educación superior. El curso se ofrece como programa de apoyo para alumnos de un máster de Ciencias de la Computación y está específicamente diseñado para satisfacer las necesidades de los estudiantes que iniciaban dicho programa, particularmente la falta de comprensión del lenguaje lógico detectada en varias promociones anteriores de los alumnos del CENIDET. El curso tiene como objetivo el desarrollo de la habilidad de uso del lenguaje lógico, la cual es básica para cursar con éxito el máster de Ciencias de la Computación, así como para su posterior aplicación en contextos profesionales relacionados con la Ingeniería computacional. Dieciocho estudiantes distribuidos por todo México participaron voluntariamente en el estudio bajo la dirección de un tutor. El diseño tecnopedagógico del curso se basa en dos premisas teóricas. Las decisiones didácticas relacionadas con el contenido se fundamentan en varios conceptos derivados de la segunda generación de la Teoría de la Actividad (TA). El concepto de «base de orientación para la acción» ha sido particularmente útil para definir las habilidades que se esperaba que desarrollaran los estudiantes. Las decisiones didácticas relacionadas con la interacción de los participantes se basan en el modelo de enseñanza acelerada en equipo de Slavin. A continuación se expone detalladamente la estructura del curso y se presentan algunos extractos de la interacción de los estudiantes para ilustrar su proceso de aprendizaje.
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“Ramírez et al. (2012) effectively used second-generation CHAT to develop an e-course for college-level discrete mathematics, setting a precedent for its application in higher education research.”
From Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method (2025) · cites this paper as Ramírez et al., 2012
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
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Engeström, Y. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139814744 · Cited by 4,991
Cooperative Learning: Theory, Research and Practice
Slavin, R. E. (1983) · Cited by 3,790
Introducing Qualitative Research in Psychology
Willig, C. (2001) · Cited by 3,012
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Willig, C. (2008) · Cited by 2,291
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Vygotskii, L. S. (2000) · Crítica eBooks · Cited by 1,314
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Theory, research, and practice
Cheldelin, S. I., Druckman, D., Fast, L. A., & Clements, K. P. (2008) · Cited by 486
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Remedial Education in Colleges and Universities: What's Really Going On?
Merisotis, J. P., & Phipps, R. A. (2000) · Review of higher education/The review of higher education · doi:10.1353/rhe.2000.0023 · Cited by 216
Research works printed but not linked: 1
- BEn-KIlAnI, I. (2004). «négation grammaticale versus négation logique dans l'apprentissage des mathématiques. Exemple dans l'enseignement secondaire Tunisien». Les Ca- hiers du Français Contemporain. vol. 9, pàgs. 29-55.
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Kamali, J., Alpat, M. F., & Bozkurt, A. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00496-9 · Cited by 123
Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por COVID-19
Virgili, M. E. T. (2021) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/innoeduca.2021.v7i1.9079 · Cited by 40
Making learning more visible through e-assessment: implications for feedback
Martínez, M. L., Valdivia, I. M. Á., & Remesal, A. (2015) · Journal of Computing in Higher Education · doi:10.1007/s12528-015-9091-8 · Cited by 19
Self-citationGarcía-Hernández, A., & Ramírez, T. G. (2017) · Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) · doi:10.1145/3144826.3145443 · Cited by 9
Remesal, A., & Villarroel, V. (2023) · Sustainability · doi:10.3390/su151914199 · Cited by 8
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Metadata
- Authors
- Ramírez, J. L., Juárez, M., & Remesal, A.
- Affiliations
- Centro Nacional de Investigación y Desarrollo Tecnológico (MX)
- Universitat de Barcelona (ES)
- ORCID
- Remesal, Ana
- Venue
- RUSC. Universities and Knowledge Society Journal
- Published
- 2012-01-15
- Volume
- 9
- Issue
- 1
- Pages
- 130
- ISSN
- 1698-580X (ISSN-L)
- OpenAlex
- W2008981972
- Cited by
- 10
- References
- 25
- Citations by year
- 2024: 2 · 2023: 1 · 2021: 1 · 2018: 1 · 2017: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2013: 1
- FWCI
- 4.67
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- RUSC Universities and Knowledge Society Journal (publishedVersion, cc-by)
- Hispana (acceptedVersion)
- Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona) (submittedVersion, cc-by)
- Hispana (submittedVersion, cc-by)
- O2 - Repositori Institucional (Universitat Oberta de Catalunya) (submittedVersion, cc-by)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Greater South Information System
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- activity theory, online course design, discrete mathematics, logical language, distance education, virtual learning, computer science education, student interaction
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