Discord in a university STEM learning environment: collective learning
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Abstract
We implemented Discord as a pedagogical tool in the academic year of 2021/2022 in two mathematics curricular units of the first year of an Informatics Engineering university program. We analyze and discuss the experience, reflecting on usability and influence on learning processes and engagement. We compare the impact of using the platform: 1) when combined with different methodological and pedagogical approaches; and 2) to previous years with other (or none) classic virtual forums.
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