Abstract
Various studies on computer-supported collaborative learning have shown that attempts to implement collaborative learning in learning communities frequently encounter serious challenges. The current paper, following the philosophical approaches of Martin Buber and Nel Noddings, suggests a way to enhance students' positive appreciation of collaborative learning as well as the extent and quality of their engagement in it. To this end, we propose a preliminary conceptual framework, called Computer-Enhanced Dialogic-Reflective Discourse, which explains the dimensions of discourse in which students co-explore the challenges arising from their collaborative learning experiences. We illustrate and discuss the supposed potential of our proposed framework.
| Original language | English |
|---|---|
| Pages (from-to) | 394-401 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | January |
| State | Published - 2014 |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: 23 Jun 2014 → 27 Jun 2014 |
Bibliographical note
Publisher Copyright:© 2014 ISLS.
Keywords
- Computer-Enhanced Dialogic-Reflective Discourse (CEDRD)
- Computer-Supported Collaborative Learning (CSCL)
- Dialogue
- Learning community
- Reflection
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education