Online collaboration in high school: tasks, roles and motivations

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Cover illustration by Teresa Lucini
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Published Dec 31, 2011
DOI https://doi.org/10.17471/2499-4324/214

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Maria Reggiani
Dipartimento di Matematica “F. Casorati”, Università degli Studi di Pavia, Pavia

Abstract

This paper presents an experience in distance collaboration implemented on a Moodle platform that was conducted within a research project involving three classes in the last year of high school. A comparison is provided with two similar experiences carried out on the sidelines of the project. The reported activity was inspired by a workshop model previously adopted at university level (Albano and Ferrari, 2007). This called on the group involved to develop a shared solution, and required all the members to play the roles that had been widely tested face-to-face by our group. Similarly, the other two activities follow cooperative modes and are aimed at developing a shared product; however they differ in the type of task and in the use of roles.

The results from the three activities differed greatly, as did the roles of the teachers. The discussion aims to identify elements that can be compared so as to provide some useful suggestions for future research.

 

Article Details

Issue
Vol 19 No 3 (2011): TD54 - E-learning & Mathematics
Section
Articles - Special Issue
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