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


Articles de colloque

Publication status: 
2008, juin
Proceedings title: 
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences
Page range: 
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.
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