New technologies and mediation of knowledge in collaborative activities in higher education
DOI:
https://doi.org/10.26512/lc.v20i42.4314Keywords:
Interaction patterns, Hybrid education, Teacher training, Positions, Theory-practice relationshipAbstract
In this text, we present the advancements in collaborative learning reached by us during a forum on a polemic issue. There were 53 undergraduate students participating with 69 posts. Interaction patterns were identified and a dialogical analysis of the subject area was made. The results indicated that the dialog was build upon two topics: a) Professional training and educational action and b) personal training and action, directed by purports of ethics and citizenship in education. There was an initial focus on the personal positions in relation to the situation reported, later changing to a focus on the posts of the forum itself, with a meta-analysis, transforming the traditional interaction pattern.
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