Online/onsite activity in elementary and secondary classrooms using advanced collaborative technologies

Article de colloque


État de publication: Publiée (2008 Juin )

Titre des actes: ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences

Intervalle de pages: 37-38


Résumé: This research paper examines coconstruction of knowledge in three different school contexts. Systematic interaction analyses were conducted in over twenty elementary and secondary classrooms. An array of descriptive statistics was produced, including a number of significant differences. The verbal face-to-face context, in which no collaborative technologies were used, revealed to be the one where less coconstruction was observed. Coconstruction was often limited to the expression of opinions. Explanation was present but justification almost absent.

Théorie de l'activité: