English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Collaboration among students is fundamental for knowledge building andcompetency development. Nonetheless, the effectiveness of student collaborationdepends on the extent that these interactions take place under conditions thatfavor commitment, trust, and decision-making among those who interact. Thesanitary situation and the transition to remote teaching has added newchallenges for collaboration given that students' interactions are mediated byInformation and Communication Technologies (ICTs). In this study we explore theeffectiveness of different collaborative relationships on physics andmathematics, from a sample of secondary students from two schools located inrural and urban areas in southern Chile. We used Social Network Analysis (SNA)to map students' friendships relations, academic prestige, and collaboration onboth courses. Later we combined the collaboration network with friendship andacademic prestige on the course, to separate strong from weak friendshipworking ties, and those among students who enjoy or not academic prestige.Multiple linear regression models showed, on average, positive effects ofcollaboration on grades. Yet, when isolating the effects of the types ofcollaboration, the positive effects are observed only between those who displaymore strong friendship ties. Also, we found differences on the social networksand their effects over grades between both courses, presumably due to theirpedagogical nature. With these results we contribute to the literature ofcollaboration and its effectiveness based on the nature of students'relationships, and advocate for the importance of instructional design infostering appropriate motivations and guidelines for constructive collaborationin the classroom.

Student networks on online teaching due to COVID-19: Academic effects of  strong friendship ties and perceived academic prestige in physics and  mathematics courses