CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI
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Data de Publicação: | 2015 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Paidéi@ |
Texto Completo: | https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336 |
Resumo: | Assess the construction of knowledge constitutes a challenge for educators seeking to investigate the potential that social networks offer for online education . To contribute to this debate is that we present in this article an empirical study aiming to compare the process of knowledge construction in two forums , applied in different contexts (formal and informal ) , a social network that brings together a community of language teachers Portuguese online that discuss topics related to professional development in ICT . The theoretical framework is the Theory of Online Collaborative Learning - OCL developed by Harasim (2012), as well as the concept of cognitive presence, presented by Garrison et al . (2001) to detect and evaluate the process of knowledge construction in asynchronous online interactions. The results show that there was construction of knowledge in both forums analyzed. However the forum was applied in a formal context that became more visible the more complex categories which show that the group reached higher levels of critical thinking. As advocated by OCL although modest, the results show that a social network can achieve higher levels of thinking and collaboration. The study also shows that the grid Garrison to detect cognitive presence is useful to pursue and dissect the process of knowledge construction in a social network. |
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CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDICONSTRUÇÃO DO CONHECIMENTO ONLINE: O CASO DA REDE SOCIAL PROEDIEducação Onlinepresença cognitiva, construção do conhecimento, OCLAssess the construction of knowledge constitutes a challenge for educators seeking to investigate the potential that social networks offer for online education . To contribute to this debate is that we present in this article an empirical study aiming to compare the process of knowledge construction in two forums , applied in different contexts (formal and informal ) , a social network that brings together a community of language teachers Portuguese online that discuss topics related to professional development in ICT . The theoretical framework is the Theory of Online Collaborative Learning - OCL developed by Harasim (2012), as well as the concept of cognitive presence, presented by Garrison et al . (2001) to detect and evaluate the process of knowledge construction in asynchronous online interactions. The results show that there was construction of knowledge in both forums analyzed. However the forum was applied in a formal context that became more visible the more complex categories which show that the group reached higher levels of critical thinking. As advocated by OCL although modest, the results show that a social network can achieve higher levels of thinking and collaboration. The study also shows that the grid Garrison to detect cognitive presence is useful to pursue and dissect the process of knowledge construction in a social network.Avaliar a construção do conhecimento constitui um desafio para educadores que buscam investigar as potencialidades que as redes sociais oferecem para a educação online. Visando contribuir para o referido debate é que apresentamos neste artigo um estudo empírico cujo objetivo foi comparar o processo de construção de conhecimento em dois fóruns, aplicados em diferentes contextos ( formal e informal), de uma rede social que reúne uma comunidade de professores de língua portuguesa que discutem temas online relacionados ao Desenvolvimento Profissional na Área das TIC. O referencial teórico é a Teoria de Aprendizagem Colaborativa Online - OCL desenvolvido por Harasim (2012), bem como o conceito de presença cognitiva, apresentado por Garrison et al. (2001) para detectar e avaliar o processo de construção do conhecimento em interações assíncronas online. Os resultados mostram que houve construção do conhecimento nos dóis fóruns analisados. Contudo, foi no fórum aplicado em contexto formal que ficaram mais visíveis as categorias mais complexas que evidenciam que o grupo atingiu níveis mais elevados de pensamento crítico. Como defendido por OCL embora modestos, os resultados mostram que numa rede social é possível atingir níveis mais elevados de pensamento e colaboração. O estudo também mostra que a grade de Garrison para detectar a presença cognitiva é útil para perseguir e dissecar o processo de construção do conhecimento em uma rede social.Revista Paidéi@ - Revista Científica de Educação a DistânciaEste trabalho é financiado pela FCT – Fundação Portuguesa da Ciência e Tecnologia no âmbito da bolsa de doutoramento: SFRH/BD/60677/2009.Lisbôa, Eliana SantanaCoutinho, Clara Pereira2015-01-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por Pares"application/pdfhttps://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336Revista Paidéi@ - Revista Científica de Educação a Distância; v. 7, n. 11 (2015)19826109reponame:Paidéi@instname:Universidade Metropolitana de Santos (UNIMES)instacron:UNIMESporhttps://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336/433info:eu-repo/semantics/openAccess2015-01-30T18:38:15Zoai:ojs.server1.unimesvirtual.com.br:article/336Revistahttps://periodicos.unimesvirtual.com.br/index.php/paideia/PRIhttps://periodicos.unimesvirtual.com.br/index.php/paideia/oairevistapaideia@unimesvirtual.com.br ||1982-61091982-6109opendoar:2015-01-30T18:38:15Paidéi@ - Universidade Metropolitana de Santos (UNIMES)false |
dc.title.none.fl_str_mv |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI CONSTRUÇÃO DO CONHECIMENTO ONLINE: O CASO DA REDE SOCIAL PROEDI |
title |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
spellingShingle |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI Lisbôa, Eliana Santana Educação Online presença cognitiva, construção do conhecimento, OCL |
title_short |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
title_full |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
title_fullStr |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
title_full_unstemmed |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
title_sort |
CONSTRUCTION OF KNOWLEDGE ONLINE: THE CASE OF SOCIAL NETWORK PROEDI |
author |
Lisbôa, Eliana Santana |
author_facet |
Lisbôa, Eliana Santana Coutinho, Clara Pereira |
author_role |
author |
author2 |
Coutinho, Clara Pereira |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Este trabalho é financiado pela FCT – Fundação Portuguesa da Ciência e Tecnologia no âmbito da bolsa de doutoramento: SFRH/BD/60677/2009. |
dc.contributor.author.fl_str_mv |
Lisbôa, Eliana Santana Coutinho, Clara Pereira |
dc.subject.por.fl_str_mv |
Educação Online presença cognitiva, construção do conhecimento, OCL |
topic |
Educação Online presença cognitiva, construção do conhecimento, OCL |
description |
Assess the construction of knowledge constitutes a challenge for educators seeking to investigate the potential that social networks offer for online education . To contribute to this debate is that we present in this article an empirical study aiming to compare the process of knowledge construction in two forums , applied in different contexts (formal and informal ) , a social network that brings together a community of language teachers Portuguese online that discuss topics related to professional development in ICT . The theoretical framework is the Theory of Online Collaborative Learning - OCL developed by Harasim (2012), as well as the concept of cognitive presence, presented by Garrison et al . (2001) to detect and evaluate the process of knowledge construction in asynchronous online interactions. The results show that there was construction of knowledge in both forums analyzed. However the forum was applied in a formal context that became more visible the more complex categories which show that the group reached higher levels of critical thinking. As advocated by OCL although modest, the results show that a social network can achieve higher levels of thinking and collaboration. The study also shows that the grid Garrison to detect cognitive presence is useful to pursue and dissect the process of knowledge construction in a social network. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-01-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado por Pares" |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336 |
url |
https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/336/433 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Paidéi@ - Revista Científica de Educação a Distância |
publisher.none.fl_str_mv |
Revista Paidéi@ - Revista Científica de Educação a Distância |
dc.source.none.fl_str_mv |
Revista Paidéi@ - Revista Científica de Educação a Distância; v. 7, n. 11 (2015) 19826109 reponame:Paidéi@ instname:Universidade Metropolitana de Santos (UNIMES) instacron:UNIMES |
instname_str |
Universidade Metropolitana de Santos (UNIMES) |
instacron_str |
UNIMES |
institution |
UNIMES |
reponame_str |
Paidéi@ |
collection |
Paidéi@ |
repository.name.fl_str_mv |
Paidéi@ - Universidade Metropolitana de Santos (UNIMES) |
repository.mail.fl_str_mv |
revistapaideia@unimesvirtual.com.br || |
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