Construction of professional knowledge in a hybrid training program: A study of the collaborative online logbook
This article examines professional knowledge co-construction, the nature of knowledge, and the processes underlying this construction in a context of hybrid training at the University. We analyze teachers’ writings, interacting and exchanging experiences in an on-line collaborative logbook, over one year. The longitudinal analysis highlights a diversification of knowledge co-constructed and implemented by learners. The interactions found indicate: the importance of the socio-emotional exchanges; a scaffolding between peers aiming at the recruitment and at the control of the frustration; and numerous examples which can be of use to vicarious learning.