Coconstruction of knowledge in the online/onsite activity of elementary and secondary classrooms: A comparative study
Jacques Bordage, Therese Laferriere, Fernand Gervais, Laval University, Canada ; Frédéric Legault, University of Quebec in Montreal (UQAM), Canada ; Martine Peters, University of Quebec in Outaouais, Canada
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This research paper examines the coconstruction of knowledge in three different school contexts. Two of these contexts used collaborative technologies (verbal/written) to foster coconstruction of knowledge within and between classrooms. Over twenty elementary and secondary classrooms participated in the study. A basic distinction was made between the exchange of information and the coconstruction of opinions among peer students. Systematic interaction analyses were conducted. 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. Although there was coconstruction, results show that it was often limited to the expression of opinions without disagreement or negotiation of consensus. The justifications that a disagreement should have brought did not appear in a noticeable manner in any of all three contexts.
Bordage, J., Laferriere, T., Gervais, F., Legault, F. & Peters, M. (2008). Coconstruction of knowledge in the online/onsite activity of elementary and secondary classrooms: A comparative study. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1041-1044). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).