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Educational Dialogues and Computer Supported Collaborative Learning: Critical Analysis and Research Perspectives

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Bibliographic Details
Title: Educational Dialogues and Computer Supported Collaborative Learning: Critical Analysis and Research Perspectives
Language: English
Authors: Baker, Michael J. (ORCID 0000-0001-9535-9718), Schwarz, Baruch B., Ludvigsen, Sten R.
Source: International Journal of Computer-Supported Collaborative Learning. Dec 2021 16(4):583-604.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Computer Assisted Instruction, Cooperative Learning, Data Analysis, Man Machine Systems, Educational Theories
DOI: 10.1007/s11412-021-09359-1
ISSN: 1556-1607
Abstract: We present a critical perspective on the current state of research on educational dialogues, within and without Computer-Supported Collaborative Learning environments, in order to propose research perspectives in the intersection of these two domains. Our main proposal is that in order to integrate different types of human or machine analyzed data over different timescales, it is necessary to do so within a theorization of the object of study and its units of analysis. Standpoints on the nature of the object of study, conceived as the development of collective thinking in and by dialogue, on the importance of different timescales and broader units of analysis such as collaborative learning platforms, form the bases for these proposals. We also call for broadening and integrating theoretical perspectives on (educational) dialogue itself, beyond a purely logocentric vision.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1327040
Database: ERIC
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Abstract:We present a critical perspective on the current state of research on educational dialogues, within and without Computer-Supported Collaborative Learning environments, in order to propose research perspectives in the intersection of these two domains. Our main proposal is that in order to integrate different types of human or machine analyzed data over different timescales, it is necessary to do so within a theorization of the object of study and its units of analysis. Standpoints on the nature of the object of study, conceived as the development of collective thinking in and by dialogue, on the importance of different timescales and broader units of analysis such as collaborative learning platforms, form the bases for these proposals. We also call for broadening and integrating theoretical perspectives on (educational) dialogue itself, beyond a purely logocentric vision.
ISSN:1556-1607
DOI:10.1007/s11412-021-09359-1