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.
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Parties annexes
Notes biographiques
Stéphane Allaire détient un doctorat en technologie éducative de l’Université Laval. Il est professeur en pratiques éducatives au secondaire à l’UQAC. Ses activités d’enseignement concernent principalement l’intervention éducative et la formation pratique. Ses intérêts de recherche concernent notamment les communautés d’apprentissage en réseau et l’environnement d’apprentissage des écoles rurales.
Stéphane Allaire received a PhD in educational technology from Laval University. He is Professor of educational practices, Department of Education at UQAC. Stéphane’s teaching activities focus on educational intervention and pre-service teachers supervision; research interests include networked learning communities and rural school’s learning environment.
Christine Hamel est candidate au doctorat à l’Université Laval en technologie éducative. Sa thèse porte sur la prise de décision des acteurs dans un processus systémique d’innovation sociale en contexte rural. Ses intérêts de recherche sont, entre autres, sur le développement professionnel des enseignants et des directions et la gestion des innovations. Ses activités d’enseignement sont sur l’intervention pédagogique et la gestion de classe au secondaire.
Christine Hamel is a PhD candidate in educational technology at Laval University. Her thesis studies stakeholders’ decision-making about social innovation in rural contexts. Christine’s research interests include teacher and school management, professional development, and systemic innovation. Her teaching activities are on pedagogical intervention and classroom management at the secondary level.
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