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

By Dan Suthers. IEEE International Conference on Consumer Electronics, 2006

493 citations recorded by the source corpus.

Subfields: Communication, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/879cc6bb6d02a84784247520b4f4c080ccb07da2

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In Communication

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “…information Environmental organising and linking Use environmental signals to transfer organised information from long-term memory to working memory in order to effect appropriate action CSCL where written text is often used which may lead to cognitive offloading (Hmelo-Silver, 2002; Suthers 2006).”
Working on Understanding During Collaborative Online Reading (2012, background): “First, analogous with collaborative learning (Suthers, 2006), collaborative reading is a socially contextualized form of reading; reading takes place with at least one other person.”
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help? (2016, unknown): “Notions such as common ground or group cognition are still being reﬁned (Gillespie & Cornish, 2009; Koschmann & LeBaron, 2003), but co-construction does not simply mean that partners talk to each other or agree with each other (Matusov, 1996; Suthers, 2006).”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, background): “Most recently, Suthers (2006) argued for an expanded focus on studies of intersubjective meaning making in laying out an agenda for the future of research on computer-supported collaboration.”
Productive Failure (2006, unknown): “Although such “coding and counting” analysis is common in CSCL research (Suthers, 2006), it does not provide any indication or measure of interactional complexity, for example, the kinds of significant interactional sequences and patterns that emerged in the group discussions.”
Computer-Supported Collaborative Learning. (2014, background): “Open questions lie in the design and study of fundamentally social technologies that are informed by the affordances and limitations of those technologies for mediating intersubjective meaning-making (Suthers, 2006).”