En quoi l'accompagnement des élèves facilite-t-il leur engagement dans le cadre d'un travail collaboratif en mode hybride ? L'exemple d'un Wiki collaboratif
Résumé
The context of a curricular reform with a competency-based approach and the distance
learning format imposed by the health crisis were opportunities to refactor our digital skills
courses for our horticultural and landscape engineering students. As traditional lectures do not
facilitate the acquisition of general computer literacy by our students, the pedagogical
activities were oriented towards literature search, information synthesis and publication in a
collaborative Wiki (Pudelko, 2019).
A first implementation of the scheme in 2020-2021 with two classes of students (post-bac and
post BCPST preparatory program) has led to the following questions: (i) collaborative
distance working, (ii) the involvement of students in a collective production and (iii) the role
of the teacher regarding the pedagogical and technical support. These questions lead us to
explore the modes of acting together, in particular collaborative distance learning and related
assistance.
With regard to (i), our starting points are based on the research of Henri & Lundgren-Cayrol,
(2001) concerning collaborative / cooperative distance working. The distribution of tasks, the
regulation of work within groups, and the modes of collaboration observed did not always3
correspond to the expected mode of operation (several people working face-to-face on the
same workstation, under-use of the provided software, etc.). What is the role of the tool in the
collaboration (software type, possibility of choice)? What is the effect of the group size (from
four or five students to the whole class)? What is the consequence of the "full-distance"
learning linked to the pandemic?
With regard to (ii), a large volume of content was produced by the students, which for us
reflects a strong commitment, even though few instructions had been initially given. How can
we explain this commitment to collaborative work? Was it the use of an original pedagogical
approach? Is it the freedom of their productions?
As far as (iii) is concerned, the students had a great deal of autonomy in their organisation,
which may have destabilised or even inhibited them. Why did the teacher adapt her support?
What was the teacher's role in engaging and maintaining them in the activity? What
differences could be observed between the two classes of students?
These observations and questions are at the origin of this exploratory research. It is based on
interviews with students, with the teacher, and the analysis of the traces of activity of the
users of the IT tools (Moodle and Wiki).
A second edition in 2021-2022 will be an opportunity to go further in the analysis,
particularly qualitative, and interviews with students will be facilitated by their presence on
campus.
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