Patterns of participation and discourse in elementary students’ computer-supported collaborative learning

Lipponen, Lasse; Rahikainen, Marjaana; Lallimo, Jiri; Hakkarainen, Kai

doi:10.1016/s0959-4752(02)00042-7

Cited by 233 publications

(174 citation statements)

References 17 publications

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“…Signs that can be transmitted through body language in a face-to-face situation are not available for communication in ICT-tools (computer mediated communication). Research on ICT-tools for collaborating groups has shown that such tools generally feature low participation, diverging discussions, and mixed results regarding social and context-oriented communication (Lipponen et al, 2003). However, NTool has shown that increasing coercion can result in more negotiation per contribution, which suggests less divergence of discussions.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…These tools use formalisms, which are constraints that structure conversation and discourse among collaborators with the aim to guide the exchange of knowledge and information. ICT-tools have been used to support complex reasoning, task-oriented activities, and collaborative knowledge building (Lipponen, Rahikainen, Lallimo, & Hakkarainen, 2003). Specific formalisms are tailored to facilitate specific aspects complex problem solving, and ICT-tools coerce 1 (Dillenbourg, 2002) people to follow the rules of such formalisms.…”

Section: Computer Support For Knowledge Construction In Collaborativementioning

confidence: 99%

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Computer support for knowledge construction in collaborative learning environments

Beers

Boshuizen

Kirschner

et al. 2005

Computers in Human Behavior

104

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Organisations increasingly use multidisciplinary teams to construct solutions for complex problems. Research has shown that multidisciplinary teams do not guarantee good problem solutions. Common ground is seen as vital to team performance. In this paper an ICT-tool to support complex problem solving is studied. A framework for knowledge construction inspired the design of computer support for knowledge construction. The basic support principle consisted of making individual perspectives explicit, which serves as a basis for negotiating common ground. This principle was embedded in a collaborative learning environment in three ways, which differed from each other in the extent to which users were coerced to adhere to the embedded support principles. Coercion, as expected, was correlated with negotiation of common ground; the more coercion, the more participants would negotiate the meaning of contributions to the ICT-tool, and the more common ground they would have. Self-report data suggested that Intermediate coercion resulted in the least common ground. This may have been caused by some disruption of group processes.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Computer Support For Knowledge Construction In Collaborativementioning

confidence: 99%

Computer support for knowledge construction in collaborative learning environments

Beers

Boshuizen

Kirschner

et al. 2005

Computers in Human Behavior

104

View full text Add to dashboard Cite

show abstract

“…So far, many readings are particularly limited to focus on written recorded protocols of group interactions [18], [19]. Worthwhile, based only on statistical study of student's written contributions make difficult to evaluate the quality of the interaction.…”

Section: Introductionmentioning

confidence: 99%

The Role of a Help Requester in Collaborative Learning

Prata¹

2016

IJIET

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Abstract-Computer Supported Collaborative Learning (CSCL) systems can offer the automation of many teaching resources and activities by the encouragement of the interaction among students as a means of implementing constructivist and sociocultural educational theories. This study is grounded on Piagetian Theories to investigate the use of cognitive knowledge misconceptions (lacking and misunderstanding) in a dialogue protocol, and to evaluate how social behavior can influence student's learning. Results show the role of help requesters in CSCL by the assessment of four dialogue dimensions.

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“…The former, which make up the bulk of these papers (see for example the reviews by De Wever, Schellens, Valcke, & Van Keer, 2006;Dennen, 2008;Donnelly & Gardner, 2009), argue that ontopic talk makes a direct contribution to the processes involved in learning (e.g. Guzdial & Turns, 2000;Lipponen, Rahikainen, Lallimo, & Hakkarainen, 2003;Veerman & Veldhuis-Diermanse, 2001). This approach is shared by a great many other works which, while not explicitly identifying on-topic talk as their focus, use a number of analysis categories -elaborating and summarizing ideas or concepts, developing and exploring hypotheses, proposing new coconstructions on topics, defining terms and judging definitions, refining or elaborating already stated information, analysing arguments and applying new knowledge -which clearly correspond to this type of talk (see for example De Wever, van Winckle, & Valcke, 2008;Gunawardena, Lowe, & Anderson, 1997;Weinberger & Fischer, 2006;Zhu, 2006).…”

Section: Introductionmentioning

confidence: 99%

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

Coll

Engel

2014

analesps

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Título: Construir significados en la actividad conjunta en situaciones de aprendizaje colaborativo mediado por ordenador: la articulación del habla relacionada con el contenido y el habla relacionada con la actividad. Resumen: En la literatura reciente sobre el CSCL que pone el acento en el discurso de los participantes aparece con claridad una dicotomía entre los trabajos que se centran en el habla relacionada con el contenido y los que lo hacen en el habla relacionada con la actividad. Desde el planteamiento adoptado en este trabajo, basado en la noción de influencia educativa, la hipótesis directriz es que ambas formas de habla se presentan estrechamente articuladas en las dinámicas colaborativas y que el habla relacionada con la actividad, lejos de ser irrelevante, es esencial para hacer avanzar la construcción colaborativa de conocimiento. El trabajo examina empíricamente esta hipótesis en cuatro situaciones de aprendizaje colaborativo en línea. Los resultados obtenidos muestran que los participantes en situaciones de pequeño grupo que requieren la elaboración de un producto escrito dedican una parte importante de su actividad discursiva a negociar la forma de organización de la actividad conjunta que van a adoptar y a asegurarse que todos la conocen. Por el contrario, la herramienta tecnológica utilizada en la situación colaborativa no parece tener impacto en el peso relativo del tipo de habla -relacionada con el contenido o con la actividad-de los participantes. Palabras clave: actividad conjunta; influencia educativa; habla relacionada con la actividad; habla relacionada con el contenido; entornos CSCLAbstract: In the recent literature on CSCL which places the spotlight on participants' talk, there is a clear dichotomy between studies that focus on content-related talk and those that focus on off-topic or activity-related talk. In the approach adopted in this paper, based on the notion of educational influence, the guiding hypothesis is that both forms of talk are closely linked in the collaborative dynamics and that activity-related talk, far from being irrelevant, has an essential role to play in promoting the collaborative construction of knowledge. The paper empirically examines this hypothesis in four online collaborative learning situations. The results show that participants in small group situations requiring the preparation of a written product devote a major part of their discursive activity to negotiating the form of organization of their joint activity and to making sure that all members are familiar with it. In contrast, the technological tools used in the collaborative situation do not seem to have an impact on the relative weight of the type of participants" talk, either content-related or activity-related.

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Patterns of participation and discourse in elementary students’ computer-supported collaborative learning

Cited by 233 publications

References 17 publications

Computer support for knowledge construction in collaborative learning environments

Computer support for knowledge construction in collaborative learning environments

The Role of a Help Requester in Collaborative Learning

Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: The interplay between content-related and activity-related talk

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