Abstract
This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.
Highlights
His article aims to analyze group development and their interactions in the distance education environment through the perspective of three different formation strategies in a virtual learning environment (VLE)
Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure
We employed the stages model suggested by McClure [5], who uses this term to describe the trajectory of the groups using their interactions In order to achieve the purpose of research, we adopted the virtual learning environment (VLE) known as the Learning Cooperative Network (Rede Cooperativa de Aprendizagem ROODA) as virtual application space
Summary
His article aims to analyze group development and their interactions in the distance education environment through the perspective of three different formation strategies in a virtual learning environment (VLE). Three different strategies of group formation were used: random, that uses algorithms to perform the grouping; The choice of the teacher, which leads the teacher to analyze the profile of each student; And free choice, which is characterized by the students' decision These group formation strategies were chosen after a theoretical analysis of the most recurrent strategies in the literature. For this purpose, we sought to investigate the organization and the social interactions of students, during group dynamics in a distance education course, from the perspective of three different formation strategies: random, which uses algorithms to perform the grouping; teacher’s choice, which prompts the teacher to analyze each student’s profile; and the free choice, which is characterized by the students’ decision. Social interactions and group development are highlighted, especially in distance education
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