Dynamique interactionnelle au sein d’une formation privilégiant la participation et la création
DOI:
https://doi.org/10.51657/ric.v3i1.41026Keywords:
community of learners, higher education, social network analysis, multi-grade classrooms, telecollaboration, knowledge building, learning analyticsAbstract
In a context where higher education’s pedagogy is changing, this paper first presents characteristics of a training program about networked multi-grade classrooms that puts forward a learning metaphor based on participation and knowledge creation. Next, from asynchronous discourse elaborated with an electronic forum during one course’s program about networked multi-grade classrooms, we analyzed interactions between participants (7 students and 1 trainer). This analysis was conducted using semi-automated analytic tools. Specifically, social network analysis tool and Calico applets were used. Results show an important implication from students, although unequal, at the elaboration of a collective discourse characterized by a lot of ideas addition that were also called in question.
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