Contributeurs:
État de publication: Publiée (2012 Juillet )
Titre des actes: International Society of the Learning Sciences
Lieu: Sydney, Australie
Intervalle de pages: 455-456
URL: http://affordance.uqac.ca/publications/ICLS2012-Proceeding.pdf
Résumé: Networked communities are growing and they offer new affordances for reflection on practice in education. Few authors have observed how collective asynchronous discourse can be re-used in the classroom. This is the objective that we pursued in research combining a questionnaire filled out by pre-service teachers and in situ observations from their university supervisor. Analyses showed that both the pre-service teachers and the university supervisor recognized that the former used many ideas elaborated online.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: