Colaboración en línea implementada por estudiantes: ¿contextos distintos y posibles beneficios en términos de descubrimientos colectivos?
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Students have the opportunity to use different digital tools for collaboration purposes, especially when they engage in research activities or investigations. But these tools can be part of distinct contexts, official or unofficial, depending on the ones they use. Hence, there is much interest in examining the interactive processes at work in both cases. Likewise, the gradual transition from one to the other is likely to explain why stakeholders somewhat distance themselves from official bodies in order to work together. It is then hypothesized that such a transition is capable of giving collective activity a heuristic dimension, notably a propensity for discovery. In this paper, it is put to the test in support of a theoretical field (Computer-Supported Collaborative Learning) and data (qualitative/quantitative) from recent studies, bearing in mind that another factor (the size of the groups formed by the students) seems to play a significant role in this matter.
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