Autonomie du groupe restreint et performance

Abstract : A small group can be called autonomous when it is able to handle group management on its own (Abric, 1996), and when it functions well. Nowadays, the autonomy of small groups is often considered as a condition for collaborative learning between peers on e-learning platforms. But can we say that the more autonomous a group is, the better it works? Is group autonomy really linked to the quality of task completion? Is it related to an improvement in the group members' skills? In our experimental study, conducted in two different e-learning set-ups (on the e-learning environment Babbelnet and in a course on the Acolad learning platform), students performed an L2 task within an action-oriented approach. They worked in small tutored groups on writing an essay in German or in English. The e-learning platform provided methodological and linguistic help. The students interacted via the Internet, using different communication tools. In order to see how group autonomy is connected to the quality of the group members' task performance, as well as to the improvement of their skills, we analysed the interaction that took place within each group, we assessed the essay produced by groups, we compared the results of the two tests that the students took before and after the learning period, and we asked the students to fill in questionnaires before and after the study.The results of the study do not show a direct influence of group autonomy on the students' learning. But a link can be found between learners' perception of group functioning and the evolution of the group's performance.
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Submitted on : Tuesday, October 24, 2006 - 3:28:28 PM
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Elke Nissen. Autonomie du groupe restreint et performance. Apprentissage des Langues et Systèmes d'Information et de Communication, 2006, 08 (1), pp.19-34. ⟨edutice-00109471⟩

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