FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2277856488> ?p ?o ?g. }

• W2277856488 endingPage "362" @default.
• W2277856488 startingPage "347" @default.
• W2277856488 abstract "Teaching methods supported by technologies help to spread new types of verbal written productions. It is the case for forums, where students are required to interact in order to resolve problems and issues raised by teachers. Forum is the chosen media because of the following characteristics. As it is asynchronous, it slows down time and helps to distance (Bruillard 2010). Furthermore, as exchanges are public and interactive, it promotes explanation and structuration of point of views (Mangenot, 2002). Forum has a function of mobilization of it allows a progressive sort through ideas, it facilitates decentration and enables gradual adoption. Furthermore, it helps to raise group’s identity by creating a sort of groupal skin (Rinaudo, 2010). As part of a Master of education and teacher training, students support for their research papers is provided by discussion forums. We assume that in certain conditions, writing in forums supports the construction of a discursive community, which likely promotes reconfiguration and effects on students writing. Bakhtin (1984) distinguishes between the first “gender” (spontaneous production of statements related to the context) and second kinds (production developed statements). From this, Bautier (2005) develops the concept of (Bautier 2005), processes by which the student considers school activities as objects to query, which implies a shift from performance to procedure, and the adoption of a new purpose: to understand the proceedings (Bautier & Goigoux, 2004). To understand if forums promote “secondarisation process”, we studied twenty student forums’ posts and their intermediate writings. The study shows two types of student’s productions:- One whose messages belong to a speech or a first position (Profile 1)- One whose messages show a form of secondarisation more or less accomplished (Profile 2).This analysis shows forum enables progress to those who are already in the process of secondarisation (profile 2): if the qualifications specified in writing by the research are already well developed, forums only reflect it; if they are being built, forums, in this case, seem to contribute to acquire them. However, for students who have not engaged this process (profile 1), forum is a reflection of the inability to secondarise, that appears clearly in the research’ writing. In fact, the forum seems to be mainly useful for intermediate students, allowing them to practice rigorous thinking and for the good students, as they will test their analysis and nourish their reflection with the views of others. It seems forums strongly enhances implicits in communication and contributes to promote co-construction of academic inequalities that probably correspond to the profile 1. This kind of student would need to be guided more explicitly." @default.
• W2277856488 created "2016-06-24" @default.
• W2277856488 creator A5002236390 @default.
• W2277856488 creator A5012250543 @default.
• W2277856488 creator A5029361220 @default.
• W2277856488 date "2017-02-02" @default.
• W2277856488 modified "2023-09-25" @default.
• W2277856488 title "Writing in Discussion Forums: Between Primary Genre and Secondary Genre" @default.
• W2277856488 doi "https://doi.org/10.37514/int-b.2017.0919.2.19" @default.
• W2277856488 hasPublicationYear "2017" @default.
• W2277856488 type Work @default.
• W2277856488 sameAs 2277856488 @default.
• W2277856488 citedByCount "0" @default.
• W2277856488 crossrefType "book-chapter" @default.
• W2277856488 hasAuthorship W2277856488A5002236390 @default.
• W2277856488 hasAuthorship W2277856488A5012250543 @default.
• W2277856488 hasAuthorship W2277856488A5029361220 @default.
• W2277856488 hasBestOaLocation W22778564881 @default.
• W2277856488 hasConcept C121332964 @default.
• W2277856488 hasConcept C1276947 @default.
• W2277856488 hasConcept C138885662 @default.
• W2277856488 hasConcept C2777977315 @default.
• W2277856488 hasConcept C2983877603 @default.
• W2277856488 hasConcept C41008148 @default.
• W2277856488 hasConcept C41895202 @default.
• W2277856488 hasConceptScore W2277856488C121332964 @default.
• W2277856488 hasConceptScore W2277856488C1276947 @default.
• W2277856488 hasConceptScore W2277856488C138885662 @default.
• W2277856488 hasConceptScore W2277856488C2777977315 @default.
• W2277856488 hasConceptScore W2277856488C2983877603 @default.
• W2277856488 hasConceptScore W2277856488C41008148 @default.
• W2277856488 hasConceptScore W2277856488C41895202 @default.
• W2277856488 hasLocation W22778564881 @default.
• W2277856488 hasOpenAccess W2277856488 @default.
• W2277856488 hasPrimaryLocation W22778564881 @default.
• W2277856488 hasRelatedWork W129668058 @default.
• W2277856488 hasRelatedWork W1488199105 @default.
• W2277856488 hasRelatedWork W1503738237 @default.
• W2277856488 hasRelatedWork W1583683013 @default.
• W2277856488 hasRelatedWork W2124865628 @default.
• W2277856488 hasRelatedWork W2276033521 @default.
• W2277856488 hasRelatedWork W2355575543 @default.
• W2277856488 hasRelatedWork W2363419912 @default.
• W2277856488 hasRelatedWork W2432801422 @default.
• W2277856488 hasRelatedWork W2713137291 @default.
• W2277856488 isParatext "false" @default.
• W2277856488 isRetracted "false" @default.
• W2277856488 magId "2277856488" @default.
• W2277856488 workType "book-chapter" @default.