Résumés
Résumé
L’étude porte sur le soutien de la progression du discours collaboratif en ligne, à l’aide de l’utilisation de deux groupes d’échafaudages. Le cadre de référence fait appel aux concepts de la communauté d’apprentissage en réseau et de la communauté d’élaboration de connaissances, où les participants (des enseignants du primaire et du secondaire) poursuivent conjointement des buts d’apprentissage partagés par le biais de la communication écrite en asynchrone. La méthodologie retenue fait appel à des principes de l’expérimentation de devis qui s’est déployée en deux itérations. Des analyses quantitatives descriptives et qualitatives ont été effectuées. Des différences se dégagent de l’utilisation des deux groupes d’échafaudages mis à l’essai, et des patterns d’utilisation récurrents émergent du second groupe. Des implications sont proposées pour soutenir le discours écrit en ligne.
Abstract
This study focuses on encouraging the growth of online collaborative discourse using two scaffold groups. Network learning and knowledge building communities are part of our framework where primary and secondary teachers investigate shared learning goals through asynchronous written communications. Our method was guided by principles of design experiment unfolding on two distinct levels. Descriptive, quantitative, and qualitative analysis were conducted. Differences emerged between the two scaffold groups tested, and recurrent patterns of use emerged from the second group. Suggestions are made on how to sustain written online discourse.
Parties annexes
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