Editorial notes: Core issues in CSCL research.
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| Title: | Editorial notes: Core issues in CSCL research. |
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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. Jun2025, Vol. 20 Issue 2, p165-170. 6p. |
| Subject Terms: | *Philosophy of education, *Cognitive learning, *Cognitive science, *Secondary school students, Division of labor |
| Abstract: | The article focuses on core issues in Computer-Supported Collaborative Learning (CSCL) research, particularly how task design, dialogue, and technology influence collaboration and learning. It discusses two studies: one examining the impact of different collaborative tasks on knowledge construction among secondary school students, and another exploring multimodal learning analytics in a maritime training simulator. Additionally, it addresses the role of disagreement in dialogue, highlighting how different styles of disagreement affect knowledge co-elaboration processes among students. The article emphasizes the importance of understanding collaboration as a dynamic process mediated by technology and situated within social contexts. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on core issues in Computer-Supported Collaborative Learning (CSCL) research, particularly how task design, dialogue, and technology influence collaboration and learning. It discusses two studies: one examining the impact of different collaborative tasks on knowledge construction among secondary school students, and another exploring multimodal learning analytics in a maritime training simulator. Additionally, it addresses the role of disagreement in dialogue, highlighting how different styles of disagreement affect knowledge co-elaboration processes among students. The article emphasizes the importance of understanding collaboration as a dynamic process mediated by technology and situated within social contexts. [Extracted from the article] |
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| ISSN: | 15561607 |
| DOI: | 10.1007/s11412-025-09449-4 |
