Computer supported collaborative writing in an early learning classroom

Lingnau, Andreas; Hoppe, H. Ulrich; Mannhaupt, Gertrud

doi:10.1046/j.0266-4909.2003.00019.x

Cited by 39 publications

(14 citation statements)

References 9 publications

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“…The iterative design tradition is exemplified by Barab & Squire (2004), Fischer & Ostwald (2005), Guzdial et al (1997), and Lingnau et al (2003). Design-oriented researchers continuously improve artifacts intended to mediate learning and collaboration, driven by the dialectic between theory and informal observations and engaging stakeholders in the process.…”

Section: Methodological Considerationsmentioning

confidence: 99%

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Technology affordances for intersubjective meaning making: A research agenda for CSCL

Suthers

2006

Computer Supported Learning

447

261

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Now well into its second decade, the field of Computer-Supported Collaborative Learning (CSCL) appears healthy, encompassing a diversity of topics of study, methodologies, and representatives of various research communities. It is an appropriate time to ask: what central questions can integrate our work into a coherent field? This paper proposes the study of technology affordances for intersubjective meaning making as an integrating research agenda for CSCL. A brief survey of epistemologies of collaborative learning and forms of computer support for that learning characterize the field to be integrated and motivate the proposal. A hybrid of experimental, descriptive and design methodologies is proposed in support of this agenda. A working definition of intersubjective meaning making as joint composition of interpretations of a dynamically evolving context is provided, and used to propose a framework around which dialogue between analytic approaches can take place.

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Section: Methodological Considerationsmentioning

confidence: 99%

“…Computational artifacts can also augment spoken and gestural communication between co-present collaborators (Roschelle, 1994;, and be embedded in classrooms where much of the interaction is FTF (Lingnau, Hoppe, & Mannhaupt, 2003;Scardamalia & Bereiter, 1991;Toth, Suthers, & Lesgold, 2002).…”

Section: Technology As Interaction Mediummentioning

confidence: 99%

Technology affordances for intersubjective meaning making: A research agenda for CSCL

Suthers

2006

Computer Supported Learning

447

261

View full text Add to dashboard Cite

show abstract

“…The iterative design tradition is exemplified by Fischer & Ostwald (2005), Lingnau, et al (2003) and Guzdial et al (1997) (also see Confrey, this volume). Driven by the dialectic between theory and informal observations and engaging stakeholders in the process, design-oriented researchers continuously improve artifacts intended to mediate learning and collaboration.…”

Section: The Analysis Of Computer Supportmentioning

confidence: 99%

Computer-Supported Collaborative Learning

Stahl

Koschmann²,

Suthers

2005

The Cambridge Handbook of the Learning Sciences

429

315

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Computer-supported collaborative learning (CSCL) is a n emerging branch of the learning sciences. It is concerned with studying how people can learn together with the help of computers.As we will see in this chapter, such a simple statement conceals considerable complexity. The interplay of learning with technology turns out to be quite intricate. The inclusion of collaboration, computer mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it.Like many active fields of scientific research, CSCL has a complex relationship to established disciplines, evolves in ways that are hard to pinpoint and includes important contributions that seem incompatible. The field of CSCL has a long history of controversy about its theory, methods and definition. Furthermore, it is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly accepted laboratory and classroom practices. We will start from some popular understandings of the issues of CSCL and gradually reveal its more complex nature. CSCL within educationAs the study of particular forms of learning, CSCL is intimately concerned with education. It considers all levels of formal education from kindergarten through graduate study as well as informal education, such as museums. Computers have become important at all levels of education, with school districts and politicians around the world setting goals of increasing student access to computers and the Internet. The idea of encouraging students to learn together in small groups has also become increasingly emphasized in the learning sciences, as seen in many of the other chapters of this Handbook. However, the ability to combine these two ideas (computer support and collaborative learning, or technology and education) to effectively enhance learning remains a challenge-a challenge that CSCL is designed to address. Computers and educationComputers in the classroom are often viewed with skepticism. They are seen by critics as boring and anti-social, a haven for geeks and a mechanical, inhumane form of training. CSCL is based on precisely the opposite vision: it proposes the development of new software and applications

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“…Technical artifacts can augment spoken and gestural communication between co-present collaborators (Roschelle 1994;, that can be embedded in classrooms where face-to-face communication is still a main channel for interaction (Lingnau et al 2003). science or mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Appropriation of a representational tool in a second-language classroom

Wen

Looi

Chen

2015

Intern. J. Comput.-Support. Collab. Learn.

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While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

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Computer supported collaborative writing in an early learning classroom

Cited by 39 publications

References 9 publications

Technology affordances for intersubjective meaning making: A research agenda for CSCL

Technology affordances for intersubjective meaning making: A research agenda for CSCL

Computer-Supported Collaborative Learning

Appropriation of a representational tool in a second-language classroom

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