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

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...

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Bibliographic Details
Published in:International journal of computer-supported collaborative learning Vol. 1; no. 3; pp. 315 - 337
Main Author: Suthers, Daniel D.
Format: Journal Article
Language:English
Published: New York Springer 01.09.2006
Springer Nature B.V
Subjects:
Computer Assisted Instruction
Computer Mediated Communication
Computers
Cooperative Learning
Educational Research
Educational Technology
Epistemology
Instructional Design
Interdisciplinary Approach
Research Methodology
Research Needs
Studies
ISSN:1556-1607, 1556-1615
Online Access:Get full text
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Summary: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.
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ISSN:1556-1607
1556-1615
DOI:10.1007/s11412-006-9660-y