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L’article s’intéresse aux échanges dans les communautés de pratique virtuelles dédiées aux professionnels. L’objectif de l’étude est de savoir si ces échanges favorisent non seulement le partage de connaissances mais aussi le partage... more
L’article s’intéresse aux échanges dans les communautés de pratique virtuelles dédiées aux professionnels. L’objectif de l’étude est de savoir si ces échanges favorisent non seulement le partage de connaissances mais aussi le partage d’émotions. Treize fils de discussions issues de deux forums de professionnels de l’éducation ont été analysés sur la base de la grille proposée par Bales (1950). Les résultats mettent en évidence la présence, dans chaque discussion, d’interactions épistémiques avec et sans émotions négatives et d’interactions socio-émotionnelles. On observe un pattern de séquence d’interaction entre initiateur et réactant de l’ordre de la similarité d’une expérience émotionnelle négative en lien avec un aspect pratique du métier. Ce phénomène traduit l’empathie trouvée dans les communautés de soutien virtuelles. Enfin, trois profils de dynamiques interactionnelles ont été dégagés : (a) évolution constante des trois types d’interaction avec une prédominance de partage de connaissances sans émotion ; (b) dominance des interactions épistémiques sans émotion puis un entrelacement des différents types d’interaction ; (c) entrelacement des trois types d’interaction tout au long des échanges. Ces différents résultats sont discutés au regard de la littérature sur les communautés en ligne.
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Internet forums have become an issue of some importance in recent years. Studies are centered on either the socio-emotional or the epistemic aspect of exchanges between participants. The article focuses on exchanges in virtual communities of practice for professionals who could investigate those virtual spaces to improve their practice and sharing difficulties. The main objective of this study was to explore links between knowledge and emotions sharing during exchanges on professionals forums. Thirteen threads from two educator’s forums were analyzed based on Bales’ coding scheme (1950). Descriptive analyses are used to highlight the nature and the proportion of epistemic and socio-emotional interactions, pattern of sequence interaction and interactional dynamics. The results point the presence in each thread of epistemic interactions with and without emotions and socio-emotional interactions. Epistemic interactions without emotions are predominant in exchanges and are used to propose a solution, to share rules or procedures, or to evaluate the initiator situation. To show their knowledge of problematic situation, participants associate a negative emotional experience. Socio-emotional interactions are found in a quarter of messages and are composed of explicit emotional support. A pattern of sequence interaction was observed between initiator and reactant of the order of similarity in a negative emotional experience. This pattern traduces empathy, typical phenomenon of virtual support communities (Pfeil & Zaphiris, 2007). However, participants in our study match their similar emotional experience with feedback on solutions found to solve their problem. Finally, three interactional dynamics were identified: (a) constant evolving of interactions with a predominance of sharing knowledge without emotion (three threads), (b) dominance of epistemic interactions without emotion and interleaving of the three types of interaction (five threads) and (c) interleaving the three types of interactions throughout the exchanges (four threads). Results are discussed in relation to empathy in virtual communities and to difficult emotional situations in communities of practice for professionals.
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Internet forums have become an issue of some importance in recent years. Studies are centered on either the socio-emotional or the epistemic aspect of exchanges between participants. The article focuses on exchanges in virtual communities of practice for professionals who could investigate those virtual spaces to improve their practice and sharing difficulties. The main objective of this study was to explore links between knowledge and emotions sharing during exchanges on professionals forums. Thirteen threads from two educator’s forums were analyzed based on Bales’ coding scheme (1950). Descriptive analyses are used to highlight the nature and the proportion of epistemic and socio-emotional interactions, pattern of sequence interaction and interactional dynamics. The results point the presence in each thread of epistemic interactions with and without emotions and socio-emotional interactions. Epistemic interactions without emotions are predominant in exchanges and are used to propose a solution, to share rules or procedures, or to evaluate the initiator situation. To show their knowledge of problematic situation, participants associate a negative emotional experience. Socio-emotional interactions are found in a quarter of messages and are composed of explicit emotional support. A pattern of sequence interaction was observed between initiator and reactant of the order of similarity in a negative emotional experience. This pattern traduces empathy, typical phenomenon of virtual support communities (Pfeil & Zaphiris, 2007). However, participants in our study match their similar emotional experience with feedback on solutions found to solve their problem. Finally, three interactional dynamics were identified: (a) constant evolving of interactions with a predominance of sharing knowledge without emotion (three threads), (b) dominance of epistemic interactions without emotion and interleaving of the three types of interaction (five threads) and (c) interleaving the three types of interactions throughout the exchanges (four threads). Results are discussed in relation to empathy in virtual communities and to difficult emotional situations in communities of practice for professionals.