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This text is the result of a research process that has been carried out during the last five years on the realities and problems of plagiarism in contexts of higher education in different countries. We have observed eight groups of university students of different degrees in Engineering in a mandatory course of “Oral and written expression” in two universities in different countries (Ecuador and Spain). This course aims to provide tools to develop skills in oral and written presentations on academic assignments.

The purpose of this paper is to identify how participants manage technical difficulties during online collaborative learning. We analyze the participation framework in a corpus composed of 30 hours of online collaborative learning among students at an Andean university, their professor, and international experts. The internet-based IT platform used was ZOOM. We present a multimodal interaction of verbal and body language in collaborative activity for the analysis of moment-by-moment evolving social interaction. Also using conversation analysis, we focus on the ways in which participants interact with their words and their non-lexical expression. Thanks to this methodology, we describe the moment-by-moment interactional work performed in collaborative activity. We have observed how technical difficulties generate social unrest and negative emotions shared among participants. In many cases, these difficulties generate conflicts between participants. We describe how negative emotions are shown in mixed contexts, and how users solved these during online collaborative learning. L'objectif de cet article est d'identifier comment les participants gèrent les difficultés techniques lors de l'apprentissage collaboratif en ligne. Nous analysons le cadre de participation à un corpus composé de 30 heures d'apprentissage collaboratif en ligne entre des étudiants d'une université andine, leur professeur et des experts internationaux. Nous présentons une interaction multimodale du langage verbal et corporel dans une activité collaborative pour l'analyse de l'évolution des interactions sociales à chaque instant. En utilisant également l'analyse de conversation, nous nous concentrons sur la façon dont les participants interagissent avec leurs mots et leurs expressions non lexicales. Nous avons observé comment les difficultés techniques génèrent des troubles sociaux et des émotions négatives partagées entre les participants. Nous décrivons comment les émotions négatives sont montrées dans des contextes mixtes et comment les utilisateurs les ont résolues lors de l'apprentissage collaboratif en ligne. El propósito de este artículo es identificar cómo los participantes manejan las dificultades técnicas durante el aprendizaje colaborativo en línea. Analizamos el marco de participación en un corpus compuesto por 30 horas de aprendizaje colaborativo en línea entre estudiantes de una universidad andina, su profesor y expertos internacionales. Presentamos una interacción multimodal del lenguaje verbal y corporal en una actividad de colaboración para el análisis momento a momento de la interacción social que evoluciona. También nos enfocamos en las formas en que los participantes interactúan con sus palabras y su expresión no verbal, utilizando el análisis de conversación. Hemos observado cómo las dificultades técnicas generan malestar social y emociones negativas entre participantes. Nosotros describimos cómo se muestran las emociones negativas en diferentes contextos y cómo los usuarios resolvieron esto durante el aprendizaje colaborativo en línea.

The aim of this article is to present trust as a meta-emotion, such that it is an emotion that precedes first-order emotions. It examines how trust can be considered a meta-emotion by establishing criteria for identifying trust as a meta-emotion. How trust plays out differently in aesthetic and ordinary contexts can provide another mode for investigating meta-emotions. The article illustrates how it is possible to recognize these meta-emotions in narratives. Finally, it presents one of the aims of trust, sharing knowledge between agents, when someone who provides testimony shares knowledge in an epistemic trust process with others. It shows a relationship construction between subjects and objects thanks to the trust, a meta-emotion that represents emotional ties between subjects to achieve another emotion.

Our aim is to examine why trust can be considered a second-order emotion and how the way in which trust plays out differently in aesthetic and ordinary contexts can provide another mode of investigating second-order emotions. Our thesis is developed in three sections and a conclusion. In the first section, we perform an example analysis to show why narratives are important for our emotions. In the second section, we examine how trust can be considered a second-order emotion and establish criteria for identifying it as a second-order emotion. In the third section, we present one of the aims of trust, i.e. sharing knowledge between agents, when a testimony-giver shares knowledge in an epistemic trust process with others. We show how the relationship construction between persons thanks to trust, a second-order emotion that represents emotional ties between agents to achieve a first-order emotion.

One of the most basic aspects in laboratory is communication. How researchers perform could affect the success of a research. In this paper, it will be explain how problems related with communication can lead a laboratory practice to accomplish its objectives and aims. We will present what behaviors, actions or measures during communication can influence a laboratory practice development. In the following parts we will show how we discovered the four communication problems found that interfered with the normal development of the practices. This paper will expose how controlling these problems can increase the possibility of success. In addition, we will present some factors that affect the laboratory research. For this research, the laboratories of the University of Experimental Technology Yachay Tech were visited to witness different laboratory practices in the fields of biology and chemistry, recorded and analyzed focused on the communication interaction between professor-student and student-student. The four communication problems found are: (1) disrupted communication process, (2) lack of communication, (3) assumptions and (4) non- verbal communication.

The purpose of this paper is to identify how participants manage technical difficulties during online collaborative learning. We analyze the participation framework in a corpus composed of 30 hours of online collaborative learning among students of an Andean university, their professor, and international experts. The internet-based IT platform used was ZOOM. We present a multimodal interaction of verbal and body language in collaborative activity for the analysis of moment-by-moment evolving social interaction. Also using conversation analysis, we focus on the ways in which participants interact with their words and their non-lexical expression. Thanks to this methodology, we describe the moment-by-moment interactional work performed in collaborative activity. We have observed how technical difficulties generate social unrest and negative emotions shared among participants. In many cases, these difficulties generate conflicts between participants. We describe how negative emotions are shown in mixed contexts, and how users solved these during online collaborative learning. This study contributes to previous knowledge on the importance of multimodal interaction in displaying engagement and organizing courses of action in meeting settings by analyzing the multimodal construction of one specific situation, that is, a conflict caused by technical issues and managed between users.

El objetivo principal de este trabajo es presentar cómo el "miedo" contribuye a la construcción de engaño a través de los correos spam. Vamos a tener en cuenta no sólo los elementos lingüísticos y psicológicos utilizados para provocar miedos reales en sus destinatarios, sino también el miedo que sus remitentes pueden tener, añadiendo ejemplos textuales. Vamos a prestar especial atención a la influencia de los estereotipos de género en ciertas narraciones donde la falsa identidad de género de los remitentes se relaciona con los cuentos de hadas y los correos de spam. El objetivo de este trabajo es conocer la relación entre los correos spam, cuentos de hadas y los estereotipos de género en relación con el miedo. Nuestro análisis sugiere un paralelismo entre la re-producción de estereotipos de género en las nuevas herramientas de comunicación y los mismos estereotipos que se encuentran en los cuentos de hadas tradicionales. Nos centraremos en cómo el miedo conecta spam y cuentos de hadas, y cómo este paralelismo y los estereotipos de género que se encuentran en ambos tipos de textos pueden participar en los mecanismos lingüísticos utilizados por los spammers para hacer que sus historias sean creíbles.; The main aim of this paper is to present briefly how “fear” contributes to the construction ofdeception through the abovementioned narratives. We will take into account not only thelinguistic and psychological elements used to cause real fears in their recipients, but also thefake and real fears their senders may have, adding examples to our findings. We will payspecific attention to the influence of gender stereotypes in certain narratives where thesenders’ gender/ed identity was faked, and to the connection between spam e-mails andfairytales. The aim of this paper is to find out the relation between spam e-mails, fairytales andgender stereotypes regarding fear. Our analysis suggests a parallelism between the reproduction of gender stereotypes in the new communication tools and the same stereotypes found in traditional fairytales. We will focus on how fear connects spam and fairytales, and how this parallelism and the gender stereotypes found in both kinds of texts can take part in the linguistic mechanisms used by spammers to make their stories believable.