Elevers situerede organisering af komplekst gruppearbej-de - mellem faste aftaler og flydende processer
Keywords:
problem based learning, cooperative learning, colleborative learning, CSCL, CSCWAbstract
English abstract
This article examines how students organise collaboration in complex group work. The study draws on a video ethnographic investigation of a project-based learning unit and
follows two student groups in an eighth-grade classroom in a Danish public school. A comparative analysis explores different ways of organising complex group work and draws on the concepts of articulation work, grounding, and enacted affordances. The findings show that contact tends to intensify when existing ways of organising work are challenged and students need to reestablish a shared direction. The study further demonstrates how the same pedagogical resources are enacted differently depending on the groups’ organisation and the challenges they encounter. The article contributes insights into how students perceive and organise collaboration in complex group work and how such organisation is continuously adjusted in response to new challenges. In doing so, the article positions itself between Computer Supported Collaborative Learning and Computer Supported Cooperative Work research by directing attention towards the organisation of collaboration rather than learning outcomes.
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