Abstract
This study analyzes the incidence of the type of grouping strategy (homogeneous or heterogeneous groups) on a virtual learning environment for development of reading comprehension and writing expression skills and for inclusion self-perception of college students with phonological dyslexia diagnosed. A quasi-experimental design is established that considers writing an individual essay as pre- and post-test measures; and writing group essays in Blackboard Collaborative as the treatment or test. Concretely, it is selected a sample of eight groups (four homogeneous and four heterogeneous) made up of three members (one diagnosed with phonological dyslexia). The results showed that dyslexic students integrated into heterogeneous groups when working cooperatively, and felt more included in their groups. This had positive repercussions on the individual essays carried out by these students, as they move from a low competence level to a medium competence level.
TopIntroduction
Confinement occurred in Spain in 2020 related with the COVID-19 pandemic led to the suspension of university face-to-face learning spaces and, consequently, the transfer of teaching-learning processes to virtual learning environments. In this context, the need to adapt work models that were being carried out up to that moment became latent, to satisfy the needs of university students who showed inclusion problems in the classroom. According to this, the potential of virtual learning environments to promote teamwork, such as Blackboard Collaborate platform, could improve students’ inclusion and their competency-based learning.
The present work analyzes the incidence of the type of grouping strategy on a virtual teaching environment for inclusion of university students with phonological dyslexia and for individual improvement of the reading and writing skills of these students. This study, specifically, contemplates the incidence of heterogeneous or homogeneous groups in the self-perception of inclusion of university students with phonological dyslexia diagnosed and in the structuring of academic essays carried out by these students individually.
To carry out this research, firstly, it is described what working as a team implies based on grouping criteria (homogeneous or heterogeneous groups) and type of strategy used (cooperative, collaborative, individual). Secondly, it is analyzed how an academic essay is globally structured and what recent works associated with the study of phonological dyslexia in a university context says. Take this into account, the methodological design of the study is addressed and the results obtained are described, which are discussed according to the theoretical aspects treated. Finally, a conclusion is made to recap the most important aspect treated and a prospective on future lines of research is provided.
Key Terms in this Chapter
Blackboard Collaborate: A type of learning virtual environment.
Level of Competence: The degree of ability to do something.
Essay: A discoursive genre that implies supporting a tesis based on a set of premises or arguments.
Homogeneous Groups: Groups made up of people with similar levels of competence.
Cooperative Strategy: A teamwork strategy that implies dividing work into a set of differentiated subtasks attending to personal skills of each member of the group.
Interdependence: Dependence relationship between two or more people
University Student;: student enrolled in a university degree.
Heterogeneous Groups: Groups made up of people with different levels of competence.
Dyslexia: A neurological dysfunction that entails difficulties in word decoding and reading fluency.
Learning Virtual Environment: A set of tools of synchornous and asynchronous interaction, where teaching and learning process is carried out, through a learning management system.
Collaborative Strategy: A teamwork strategy that implies performance of equivalent tasks or subtasks by each member of the group.