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

Abstract

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.

CSCL artifacts

“…The Suthers (2006) paper argues for a post-cognitive CSCL paradigm, Cress and Kimmerle (2008) propose a combination of systems theory and cognitive psychology and Kobbe et al (2007) introduce the theme of scripting in ijCSCL. The others report on examples of content analysis, argumentation support or scripting that are more empirically based.…”

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

“…Suthers (2005) defines intersubjective meaning making as joint composition of interpretations of a dynamically changing context. With this proposal he provides a bold attempt to go beyond an information sharing conception of collaborative learning.…”

Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues

“…According to Suthers (2006), the research methodology of online education and the CSCL enterprise covers experimental, empirical, descriptive and iterative design approaches. The majority of these studies have examined the technology affordances: how individual learning develops or a comparison of how learning develops in campusbased versus web-based courses.…”