Approaching institutional contexts: systemic versus dialogic research in CSCL |
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Authors: | Hans Christian Arnseth Sten Ludvigsen |
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Affiliation: | (1) Institute of Educational Research, University of Oslo, PO Box 1092, Blindern, 0317 Oslo, Norway;(2) Intermedia, University of Oslo, Oslo, Norway |
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Abstract: | The research literature in CSCL has rarely addressed the question of how institutional contexts contribute to constituting
the meanings and functions of CSCL applications. The argument that we develop here concerns how the institutional context
impacts the use of CSCL applications and how this impact should be conceptualized. In order to structure to our argument,
we introduce a distinction between systemic and dialogic approaches to CSCL research. We develop our argument by working through a selection of relevant studies belonging to the
two perspectives, and conclude that not enough attention has been given to the emergent characteristics of activities where
CSCL tools have been introduced. This is particularly the case in studies belonging to a systemic approach. Our basic argument
is that a dialogic stance can provide important insights into how institutional practices shape the meanings and functions
of CSCL tools. A dialogic perspective provides opportunities for making sense of learning and knowledge construction at different
levels of activity, while at the same time retaining sensitivity to the mutually constitutive relationship between levels. |
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Keywords: | CSCL Institutional practices Context Theory Methodology |
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