Analyzing collaborative online learning [r-libre/3471]

Grosjean, Sylvie; Pudelko, Béatrice et Henri, France (mai 2003). Analyzing collaborative online learning. Communication présentée à la Human Centered Processes Conference. HCP'2003 Distributed Decision Making and Man-Machine Cooperation. 14-th Mini Euro Conference, Luxembourg.

Fichier(s) associé(s) à ce document :

Microsoft Word - Grosjean Pudelko et Henri (Luxembourg) Eng.doc
Contenu du fichier : Texte associé à la communication

Télécharger

Catégorie de document :	Communications à des congrès/colloques et conférences (non publiées)
Évaluation par un comité de lecture :	Oui
Étape de publication :	Non publié
Résumé :	The discussion forum is an asynchronous communication tool which, at the start, was mainly used within the research milieu and in distance education. But over the last ten years, it has been widely popularized with the advent Internet. Nowadays, more and more often, the discussion forum is used in the context of classical face-to-face education, especially in university settings (Bonk & King, 1998; Häkkinen, Järvelä & Byman, 2000; Selinger & Pearson, 1999). Discussion forums are used to promote verbal exchanges between students, as well as between students and teachers. The intensification of exchanges between students supports a more "learner centered" teaching model, one of which’s principal characteristics is to put the emphasis on the collaborative construction of knowledge. Interaction would constitute a distinctive characteristic of collaborative knowledge environments, in which knowledge « is something that emerges through active dialogue, by formulating ideas into words and building ideas and concepts through the reactions and responses of others to these formulations » (Harasim, 1989, p.52). In this context, the concept of interaction has constituted and still remains the first "analyzer" of the contribution of computer mediated conversation to learning in collaborative learning environments. It is through the study of interaction in discussion forums that researchers have tried to determine the effects of mediated conversation on the co-construction of knowledge. However, when we know that "interaction is the fundamental reality of language" (Bakhtine, quoted by Kerbrat-Orrechioni, 1990, p.17) one can wonder what exactly is this interaction of interest to researchers, who examine the contribution of mediated conversation to learning. How is this interaction conceptualized and analyzed? Indeed, considering the frequent difficulties and failure statements concerning the analysis methods developed in this field, many authors question the theoretical and methodological soundness of the various methods of analysis and their capability to account for learning through interaction (Fahy et al., 2001; Howell-Richardson and Mellar, 1999; Rourke et al., 2000; Yacci, 2000). The aim of this communication is to underline the need for an analysis methodology of mediated conversations in collaborative learning settings, which addresses the core of interactive dynamics. Within this framework, we will strive to underline our interactionnist stance and, by doing this, free ourselves from a monological perspective to orient ourselves towards a dialogical one. We will first propose a critical examination of the various conceptions of interaction and of the limits they impose on the various methods of analysis applied on conversations between learners engaged in discussion forums used in educational context. Secondly, we will explain how a conversation analysis methodology based on the interlocutory analysis model can be relevant to analyze the interactions between learners in discussion forums. We will conclude this work by raising some persistent questions and by proposing possible research avenues.
Déposant:	Pudelko, Béatrice
Responsable :	Béatrice Pudelko
Dépôt :	18 nov. 2024 15:00
Dernière modification :	18 nov. 2024 15:00

Actions (connexion requise)

RÉVISER