Allaire Stéphane, Laferrière Thérèse et Gervais Fernand. (2011). Enhancing pre-service teachers’ knowledge building discourse with a hybrid learning environment. Research on Education and Media, 3, (1), p. 67-83.
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Résumé
The main objective of this design experiment (Brown, 1992; Collins, 1999) was to evaluate the characteristics of a hybrid learning environment (onsite/online interactions) for knowledge building (Scardamalia & Bereiter, 1994) purpose during a practicum where pre-service teachers needed to tackle a pedagogical and technological innovative context. The concept of affordance (Gaver, 1991; Gibson, 1979) was helpful to understand how participants interacted with the characteristics of the environment. Research results are coming mainly from qualitative analysis and they illustrate how onsite and online interactions can combine to create a collaborative learning environment enhancing pre-service teachers’ knowledge and skills.
| Type de document: | Article publié dans une revue avec comité d'évaluation |
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| Volume: | 3 |
| Numéro: | 1 |
| Pages: | p. 67-83 |
| Version évaluée par les pairs: | Oui |
| Date: | 2011 |
| Sujets: | Sciences sociales et humaines > Sciences de l'éducation Sciences naturelles et génie > Sciences mathématiques > Informatique |
| Département, module, service et unité de recherche: | Départements et modules > Département des sciences de l'éducation |
| Mots-clés: | hybrid learning environment, pre-service teachers, knowledge building, network learning, collaboration |
| Déposé le: | 15 mars 2016 00:37 |
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| Dernière modification: | 15 mars 2016 00:37 |
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