en
Scientific article
Open access
English

Supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education

Published inJournal of vocational education & training, vol. 68, no. 2, p. 178-197
Publication date2016
Abstract

One important feature of vocational education is to provide students with solid conceptual knowledge along with substantial practical experience, acquired in school and workplace contexts, respectively. However, the research provided evidence that students do not pontaneously articulate the knowledge acquired in different contexts, and that specific instructional activities have to be designed and introduced. The present study deals with this type of activity conducted in a vocational school for health and social care ssistants, which involved the use of collaborative writing about workplace critical incidents. The goal was to identify the patterns of interactions, and specifically the type of peer-feedback that engage students in productive collaboration. Qualitative analyses show that the writing productions could be categorized in four collaboration patterns differing in the level in which students would elaborate on their peers' experience and profit from the peers' suggestions in order to improve their understanding. On this basis, we propose a series of recommendations for implementing effective and structionally relevant collaborative writing activities in vocational education.

Keywords
  • Vocational education and training
  • Writing
  • Computer-supported collaborative learning
  • Wikis
  • Peer-feedback
Funding
  • Autre - State Secretariat for Education, Research and Innovation SERI under [grant number BB.2009.0173]
Citation (ISO format)
ORTOLEVA, Giulia, BETRANCOURT, Mireille. Supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education. In: Journal of vocational education & training, 2016, vol. 68, n° 2, p. 178–197. doi: 10.1080/13636820.2015.1133693
Main files (1)
Article (Published version)
accessLevelPublic
Identifiers
ISSN of the journal1363-6820
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368downloads

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