Les effets du travail de groupe sur les sentiments d’efficacité personnelle et collective en contexte d’apprentissage

Authors

  • Pierre Bellet Praxiling UMR CNRS 5267 Université Montpellier Paul Valéry
  • Nathalie Vendeville, Dr EPSYLON Université Montpellier Paul Valéry
  • Stéphanie Mailles-Viard Metz, Dr Praxiling UMR CNRS 5267 Université Montpellier Paul Valéry http://orcid.org/0000-0001-9291-8043

Abstract

From a perspective of improving our knowledge of the collective approach to learning as a factor of success, this study focuses on the effect of co-working on perceived collective and self-efficacy. The aim is to establish positive relationships and developments on the emotional dimensions engaged through collective work. A semi-controlled experiment is conducted with thirteen trinomials of undergraduate students in computer science to collaboratively carry out a remote review exercise. Self and collective efficacy are measured before and after the experiment with questionnaires. The results show a positive correlation between self-efficacy with regards to the ability to work in groups and the groups’ sense of collective effectiveness. However, collaborative tasks do not seem to have a positive effect on self-efficacy.

Keywords: co-working, collaboration, design, instrumentation, collective and self-efficacy

Author Biography

Stéphanie Mailles-Viard Metz, Dr, Praxiling UMR CNRS 5267 Université Montpellier Paul Valéry

Stéphanie Mailles-Viard Metz est Maître de Conférences en Psychologie et Ergonomie cognitives. Elle assure des enseignements dans cette discipline auprès de futurs techniciens en Informatique et ingénieurs pédagogiques. Elle conduit ses recherches dans le Laboratoire PRAXILING sur la pédagogie numérique.

Published

2020-01-02

How to Cite

Bellet, P., Vendeville, N., & Mailles-Viard Metz, S. (2020). Les effets du travail de groupe sur les sentiments d’efficacité personnelle et collective en contexte d’apprentissage. Canadian Journal of Education/Revue Canadienne De l’éducation, 42(4), 992–1021. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3661