Abstract
In this article, we present research in the making of a collective work environment within the framework of a distance education course. We base our theoretical and methodological standpoints on examples of dialogical discourses recorded within the framework of this CSCL system called Symba. In fact, the results of previous research lead us to rethink our vision of the study of collaborative moments between participants in a computer-supported human learning environment that proposes several communication tools. Redefining the methodological process aiming at finding and understanding these rich learning moments is also necessary. We intend to describe “socio-technical” instances during which these collaboration phases appear. More generally speaking, our aim is to draw up both new theoretical and methodological perspectives that would be reusable in CSCL environments; in view of the nature of these two perspectives, and the diversity of the domain knowledge (sociology, cognitivism, linguistics, philosophy, statistics, etc.) brought to bear in the study of the environment in question, our approach constitutes a trans-disciplinary reassessment of the uses of the communication tools—and the study thereof—proposed.
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Notes
In the CSCL and CSCW literature, it is usual to distinguish the collaborative approach (the different participants involved are working altogether on each issue of the work) and the cooperative approach (division of the work between the different people involved, each of them being in charge of one part of the activity) (Roschelle and Teasley 1995). The “collective” term will be used in this paper to denote a more general term.
Symba is a Web-based framework designed to support collective activities in a learning context.
Collective activity that alternates a Research (individual) phase, a Structuring (individual) phase and a Confrontation (collective) phase.
We state as a working hypothesis that, although the activity theory is a descriptive framework for analysis, the notions it provides can also be used in a more prescriptive way to design computer-based frameworks.
Carried out through interviews and observations.
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Betbeder, ML., Cottier, P., Schmidt, C. et al. Dialogue in context, towards a referential approach in collective learning. AI & Soc 20, 314–330 (2006). https://doi.org/10.1007/s00146-005-0023-4
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DOI: https://doi.org/10.1007/s00146-005-0023-4