Editorial Notes: Revitalising foundational concepts: Editorial Notes: Revitalising foundational concepts: M. Baker and P. Reimann.
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| Title: | Editorial Notes: Revitalising foundational concepts: Editorial Notes: Revitalising foundational concepts: M. Baker and P. Reimann. |
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| Authors: | Baker, Michael1 (AUTHOR) michael.baker@telecom-paris.fr, Reimann, Peter2 (AUTHOR) peter.reimann@sydney.edu.au |
| Source: | International Journal of Computer-Supported Collaborative Learning. Dec2024, Vol. 19 Issue 4, p395-400. 6p. |
| Subject Terms: | *Educational psychology, *Generative artificial intelligence, *Adlerian psychology, *Critical thinking, Language models |
| Abstract: | The article discusses the concept of Computer-Supported Collaborative Learning (CSCL) as an emerging paradigm that structures research within the field. It explores fundamental questions such as reductionism and tool-mediation in studying group learning and the role of technology in collaborative activities. The text delves into the nature of group understanding, the role of artifacts, and the creativity of dialogue in CSCL research. Additionally, it examines the relationship between learners' activities and the technologies they use, emphasizing the transformation of tools into instruments. The article also touches on collaboration scripting, socially shared regulation, and the impact of different levels of scripting on group performance. Overall, the text reflects on the current state of CSCL research and suggests future research directions to deepen the conceptual core of the discipline. [Extracted from the article] |
| Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The article discusses the concept of Computer-Supported Collaborative Learning (CSCL) as an emerging paradigm that structures research within the field. It explores fundamental questions such as reductionism and tool-mediation in studying group learning and the role of technology in collaborative activities. The text delves into the nature of group understanding, the role of artifacts, and the creativity of dialogue in CSCL research. Additionally, it examines the relationship between learners' activities and the technologies they use, emphasizing the transformation of tools into instruments. The article also touches on collaboration scripting, socially shared regulation, and the impact of different levels of scripting on group performance. Overall, the text reflects on the current state of CSCL research and suggests future research directions to deepen the conceptual core of the discipline. [Extracted from the article] |
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| ISSN: | 15561607 |
| DOI: | 10.1007/s11412-024-09440-5 |
