Elevers situerede organisering af komplekst gruppearbej-de - mellem faste aftaler og flydende processer

Jonatan Karnøe

Forfattere

Jonatan Karnøe Lektor / PhD-studerende ved AAU

Nøgleord:

problem based learning, cooperative learning, colleborative learning, CSCL, CSCW

Resumé

Abstract
Artiklen undersøger, hvordan elever organiserer arbejdet i komplekst gruppearbejde. Studiet bygger på en videoetnografisk undersøgelse af et projektforløb og følger to elevgrupper i en 8. klasse på en dansk folkeskole. En komparativ analyse belyser forskellige måder at organisere komplekst gruppearbejde på og trækker på begreberne artikulationsarbejde, grounding og aktualiserede affordances. Analysen viser, at kontakten mellem eleverne intensiveres, når eksisterende organiseringsformer udfordres, og eleverne må gen etablere fælles retning. Studiet viser desuden, hvordan de samme pædagogiske ressourcer aktualiseres forskelligt afhængigt af gruppernes organisering og aktuelle udfordringer. Artiklen bidrager med viden om, hvordan elever opfatter og organiserer samarbejdet i komplekst gruppearbejde, og hvordan organiseringen løbende justeres i mødet med udfordringer. Herved placerer artiklen sig forskningsmæssigt mellem Computer-Supported
Collaborative Learning og Computer-Supported Cooperative Work ved at rette opmærksomheden mod organiseringen af samarbejdet frem for læringsudbytte.

Downloads

Download-data er endnu ikke tilgængelig.

Referencer

Baines, E., Blatchford, P., & Kutnick, P. (2017). Promoting effective group work in the primary classroom: A handbook for teachers and practitioners (2nd ed.). Routledge.

Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive Science, 13(2), 259–294. https://doi.org/10.1207/s15516709cog1302_7

Clark, H. H. (1996). Using language. Cambridge University Press. https://doi.org/10.1017/CBO9780511620539

Davidsen, J., & Bernhard, J. (2026). Mapping and presenting a day in a group’s life: Visualizing collaborative practice in problem-based learning. Learning, Culture and Social Interac-tion, 57, Article 100988. https://doi.org/10.1016/j.lcsi.2026.100988

Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Lawrence Erlbaum Associates.

Dourish, P. (2001). Where the action is: The foundations of embodied interaction. MIT Press. https://doi.org/10.7551/mitpress/7221.001.0001

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–19). Elsevier.

Fjuk, A., Nurminen, M. I., & Smørdal, O. (1997). Taking articulation work seriously: An activity theoretical approach (TUCS Technical Report No. 120). Turku Centre for Computer Sci-ence.

Forsell, J., Forslund Frykedal, K., Andersson, P., & Hammar Chiriac, E. (2025). Upper sec-ondary school students’ perspectives on un/fairness in group work assessment. Research Papers in Education, 40(2), 259–280. https://doi.org/10.1080/02671522.2024.2378429

Halskov, K., & Dalsgård, P. (2006). Inspiration card workshops. Proceedings of the 6th Con-ference on Designing Interactive Systems, 2–11. https://doi.org/10.1145/1142405.1142409

Hanghøj, T., & Karnøe, J. K. (2024). Playing to collaborate: Using cooperative board games to experience and reflect on collaboration in upper secondary education. Proceedings of the European Conference on Games-Based Learning, 18(1), 347–356. https://doi.org/10.34190/ecgbl.18.1.2895

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research: Analysing social in-teraction in everyday life. SAGE.

Howe, C., & Mercer, N. (2007). Children's social development, peer interaction and class-room learning (Primary Review Research Survey 2/1b). University of Cambridge Faculty of Education.

ICILS [International Computer and Information Literacy Study]. (2019). Danske elevers tekno-logiforståelse: Resultater fra ICILS-undersøgelsen 2018. Aarhus Universitetsforlag.

Kaliisa, R., López-Pernas, S., Misiejuk, K., Damşa, C., Sobocinski, M., Järvelä, S., & Saqr, M. (2025). A topical review of research in computer-supported collaborative learning: Ques-tions and possibilities. Computers & Education, 228, Article 105246. https://doi.org/10.1016/j.compedu.2025.105246

Karnøe, J. K. (2014). iPad i en læringssammenhæng: Fløngmodellerne. UP/Unge Pædagoger.

Karnøe, J. K., & Riis, M. (2026). Group work in primary school: Cooperation, collaboration and beyond. Proceedings of the Fifteenth International Conference on Networked Learning 2026.

Karnøe, J. K. (2025). Spil eleverne bedre til gruppearbejde. Unge Pædagoger.

Kinnula, M., Iivari, N., Isomursu, M., & Laari-Salmela, S. (2018). ‘Worksome but rewarding’: Stakeholder perceptions on value in collaborative design work. Computer Supported Co-operative Work (CSCW), 27(3–6), 463–494. https://doi.org/10.1007/s10606-018-9328-y

Kutnick, P., & Blatchford, P. (2014). Effective group work in primary school classrooms: The SPRinG approach. Springer.

Littleton, K., & Mercer, N. (2005). Talking and thinking together at school: The dialogic class-room. Open University Press.

Major, L., Smørdal, O., Warwick, P., Rasmussen, I., Cook, V., & Vrikki, M. (2023). Investigating digital technology’s role in supporting classroom dialogue. International Journal of Re-search & Method in Education, 46(1), 37–55. https://doi.org/10.1080/1743727X.2022.2032632

OECD. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publi-shing. https://doi.org/10.1787/b5fd1b8f-en

Rasmussen, I., Krange, I., & Ludvigsen, S. R. (2003). The process of understanding the task: How is agency distributed between students, teachers and representations in technology-rich learning environments? International Journal of Educational Research, 39(8), 839–849. https://doi.org/10.1016/j.ijer.2004.11.006

Reinert, C., Buengeler, C., Lehmann-Willenbrock, N., & Homan, A. C. (2025). Reviewing and revisiting the processes and emergent states underlying team diversity effects. Small Group Research, 56(1), 114–163. https://doi.org/10.1177/10464964241275748

Retsinformation. (2016). Bekendtgørelse om folkeskolens prøver (BEK nr. 1132 af 25/08/2016).

Schmidt, K. (2011). The concept of “work” in CSCW. Computer Supported Cooperative Work, 20(4–5), 341–401. https://doi.org/10.1007/s10606-011-9146-y

Schmidt, K., & Bannon, L. (1992). Taking CSCW seriously: Supporting articulation work. Com-puter Supported Cooperative Work (CSCW), 1(1–2), 7–40. https://doi.org/10.1007/BF00752449

Strauss, A. (1985). Work and the division of labor. The Sociological Quarterly, 26(1), 1–19. https://doi.org/10.1111/j.1533-8525.1985.tb00212.x

Strauss, A. (1988). The articulation of project work: An organizational process. The Sociologi-cal Quarterly, 29(2), 163–178. https://doi.org/10.1111/j.1533-8525.1988.tb01249.x

Strauss, A. (1993). Continual permutations of action. Aldine de Gruyter.

Sørensen, M. T. (2022). Students’ orchestration of groupwork and the role of technology. Aal-borg Universitetsforlag. https://doi.org/10.54337/aau478414538

Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186. https://doi.org/10.1177/0735275112457914

Yang, Y., Wegerif, R., & McLaren, B. M. (2013). Learning how to learn together (L2L2): Develop-ing tools to support an essential complex competence for the Internet age. Part 1: Charac-terising L2L2. Exeter University.

Yang, X. (2023). A historical review of collaborative learning and cooperative learning. TechTrends, 67(4), 718–728. https://doi.org/10.1007/s11528-022-00823-9

Kutnick, P., & Blatchford, P. (2014). Effective group work in primary school classrooms: The SPRinG approach. Springer. https://doi.org/10.1007/978-94-007-6991-5

Elevers situerede organisering af komplekst gruppearbej-de - mellem faste aftaler og flydende processer

Forfattere

Nøgleord:

Resumé

Downloads

Referencer

Downloads

Publiceret

Citation/Eksport

Nummer

Sektion

Licens

Indsend

Sprog

Information