In this study we focus on the collaborative processes developed within an asynchronous small group activity carried out through an instant messaging platform. To investigate the ways students communicate and collaborate during the asynchronous activity, we refer to the theoretical lenses provided by the dimensions introduced by Weinberger and Fischer (2006) to study the processes realised within computer-supported collaborative learning environments. In particular, we develop a combined analysis that takes into account both the quantity of students’ interventions and their social modes of co-construction. This analysis has revealed two main macro-categories of collaborative processes activated by the groups of students who participated in the study, which mainly differ in the level of sharing and comparison within the groups and in the aim that guided their work.
Design of digital environments aimed at fostering asynchronous working group activities: emerging categories of students' collaborative processes / A. Cusi, S. Gagliani Caputo - In: Proceedings of the 16th International Conference on Technology in Mathematics Teaching (ICTMT 16) / [a cura di] D. Diamantidis, M. Karavakou, M. Grizioti, C. Kynigos. - [s.l] : University of Athens, 2024. - ISBN 978-960-466-338-5. - pp. 273-280 (( Intervento presentato al 16. convegno International Conference on Technology in Mathematics Teaching (ICTMT 16) tenutosi a Athens nel 2023.
Design of digital environments aimed at fostering asynchronous working group activities: emerging categories of students' collaborative processes
S. Gagliani Caputo
2024
Abstract
In this study we focus on the collaborative processes developed within an asynchronous small group activity carried out through an instant messaging platform. To investigate the ways students communicate and collaborate during the asynchronous activity, we refer to the theoretical lenses provided by the dimensions introduced by Weinberger and Fischer (2006) to study the processes realised within computer-supported collaborative learning environments. In particular, we develop a combined analysis that takes into account both the quantity of students’ interventions and their social modes of co-construction. This analysis has revealed two main macro-categories of collaborative processes activated by the groups of students who participated in the study, which mainly differ in the level of sharing and comparison within the groups and in the aim that guided their work.File | Dimensione | Formato | |
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