A contribuição do modelo "Ciclo de Investigação Colaborativa" num fórum de aprendizagem colaborativa em linha
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Este estudo de caso teve como objetivo explorar alternativas a uma atividade de aprendizagem colaborativa já existente, nomeadamente um fórum de discussão na plataforma Blue Line, destinada ao pessoal da ONU. O objetivo era reforçar a aprendizagem entre pares e a colaboração, com base no modelo do Ciclo de Investigação Colaborativa (CIC) de Gunawardena et al. (2019). O estudo avaliou o impacto deste modelo no processo colaborativo e na experiência dos formandos. As trocas de mensagens no fórum foram analisadas com recurso ao Modelo de Análise da Interação (IAM), a fim de identificar indícios da construção social do conhecimento. Um inquérito e uma entrevista individual completaram a recolha de dados. Os resultados revelam um impacto limitado do modelo no fórum, com uma participação desigual e uma colaboração restrita. Estas limitações parecem estar relacionadas com o formato, os prazos entre as respostas e, possivelmente, com o tema abordado na atividade. O estudo sublinha também a importância de clarificar as expectativas e o valor acrescentado da colaboração, bem como o potencial da automatização da análise das interações.
Downloads
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Referências
Ahmad, M., Junus, K., et Santoso, H. B. (2022). Automatic content analysis of asynchro-nous discus-sion forum transcripts: A systematic literature review. Education and Infor-mation Technologies, 27(8), 11355‑11410. https://doi.org/10.1007/s10639-022-11065-w DOI: https://doi.org/10.1007/s10639-022-11065-w
Almodiel, M. C. (2022). Analyzing Online Learners’ Knowledge Construction in Asynchronous Discussion Forums Using Interaction Analysis Model. International Journal in Information Technology in Governance, Education and Business, 4(1), 1‑11. DOI: https://doi.org/10.32664/ijitgeb.v4i1.93
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Garrison, D. R., Anderson, T., et Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2‑3), 87‑105. https://doi.org/10.1016/S1096-7516(00)00016-6 DOI: https://doi.org/10.1016/S1096-7516(00)00016-6
Gasmi, A. A. (2022). Through the Lens of Students: How Online Discussion Forums Affect Students’ Learning. International Journal of Technology in Education, 5(4), 669‑684. https://doi.org/10.46328/ijte.291 DOI: https://doi.org/10.46328/ijte.291
Groupe des Nations Unies pour le développement durable. (s. d.). Programme 2030. Consulté 21 septembre 2026. https://unsdg.un.org/fr
Gunawardena, C. N., Chen, Y., Flor, N., et Sanchez, D. (2023). Deep Learning Models for Analyzing Social Construction of Knowledge Online. Online Learning, 27(4). https://doi.org/10.24059/olj.v27i4.4055 DOI: https://doi.org/10.24059/olj.v27i4.4055
Gunawardena, C. N., Frechette, C., et Layne, L. (2019). Culturally inclusive instructional design: A framework and guide for building online wisdom communities. Routledge, Taylor & Francis Group. DOI: https://doi.org/10.4324/9781315439204
Gunawardena, C. N., Lowe, C. A., et Anderson, T. (1997). Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing. Journal of Educational Computing Research, 17(4), 397‑431. https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG DOI: https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG
Karsenti, T., et Savoie-Zajc, L. (2018). La recherche en éducation : Étapes et approches (4e édition revue et mise à jour). Presses de l’Université de Montréal. DOI: https://doi.org/10.1515/9782760639331
Lucas, M., Gunawardena, C., et Moreira, A. (2014). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574‑582. https://doi.org/10.1016/j.chb.2013.07.050 DOI: https://doi.org/10.1016/j.chb.2013.07.050
Megli, A. C., Fallad-Mendoza, D., Etsitty-Dorame, M., Desiderio, J., Chen, Y., Sanchez, D., Flor, N., et Gunawardena, C. N. (2024). Using Social Learning Analytic Methods to Examine Social Construction of Knowledge in Online Discussions. American Journal of Distance Educa-tion, 38(1), 65‑80. https://doi.org/10.1080/08923647.2023.2192597 DOI: https://doi.org/10.1080/08923647.2023.2192597
Miyashita, H., et Wark, N. (2024). Multiple content analysis models for analyzing higher order thinking development in online forums. International Women Online Journal of Distance Education, 13(1), 19‑38. https://www.wojde.org/FileUpload/bs295854/File/complete_131_.pdf#page=25
Rivera, D. A., Frenay, M., et Swaen, V. (2024). The Learning Design of MOOC Discussion Forums: An Analysis of Forum Instructions and Their Role in Supporting the Social Construction of Knowledge. Technology, Knowledge and Learning, 29(2), 585‑615. https://doi.org/10.1007/s10758-023-09670-w DOI: https://doi.org/10.1007/s10758-023-09670-w
Scardamalia, M., et Bereiter, C. (2010). A Brief History of Knowledge Building. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1). https://doi.org/10.21432/T2859M DOI: https://doi.org/10.21432/T2859M
Stahl, G., et Hakkarainen, K. (2021). Theories of CSCL. Dans U. Cress, C. Rosé, A. F. Wise, et J. Oshima (dir.), International Handbook of Computer-Supported Collaborative Learning (p. 23‑43). Springer International Publishing. https://doi.org/10.1007/978-3-030-65291-3_2 DOI: https://doi.org/10.1007/978-3-030-65291-3_2
UNSSC. (s. d.). About UNSSC. Consulté 21 septembre 2026. https://www.unssc.org/about
UNSSC. (2025, décembre). 5 Years with the Blue Line. https://w02.unssc.org/blueline5years/
Vygotski, L. (2019). Pensée et langage. La Dispute. https://doi.org/10.3917/disp.vygot.2019.01 DOI: https://doi.org/10.3917/disp.vygot.2019.01.0057
Zamiri, M., et Esmaeili, A. (2024). Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review. Administrative Sciences, 14(1), 17. https://doi.org/10.3390/admsci14010017 DOI: https://doi.org/10.3390/admsci14010017