Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure.
We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks rela...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 2; pp. 161 - 177 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104529744&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104529744 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2012 vid: 28 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104529744 73283829 10.1111/j.1365-2729.2011.00435.x 104529744 ppf: 161 ppct: 16 formats: tig: atl: Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure. aug: au: Baker, M. Bernard, F.-X. Dumez-Féroc, I. affil: Centre National de la Recherche Scientifique and Telecom ParisTech, France sug: subj: Computer-Assisted Instruction In Adolescence Learning Environment In Adolescence Learning Methods Evaluation Collaboration Human France Male Female Adolescence Students, High School Prospective Studies Case Studies Software Graphical User Interface Funding Source Adolescent: 13-18 years Male Female ab: We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer-mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams were analysed in terms of degree and quality of argumentativity, as well as catachresis ('getting round' the software to perform a non-prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end. We discuss possible explanations for this 'failure story' in terms of the articulation between everyday, technology-related and educational discourse genres, with their associated social milieux, as well as the social structure of the classroom. The relevance of these aspects for future attempts to integrate such technologies is discussed. In conclusion, we discuss a vision of learning that takes into account students who do not accept to play the educational game. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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