NDLI: Approaching institutional contexts: systemic versus dialogic research in CSCL

Content Provider	Springer Nature Link
Author	Arnseth, Hans Christian Ludvigsen, Sten
Copyright Year	2006
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.
Starting Page	167
Ending Page	185
Page Count	19
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	1
Issue Number	2
e-ISSN	15561615
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	2006-05-10
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	CSCL Institutional practices Context Theory Methodology Educational Technology User Interfaces and Human Computer Interaction Computers and Education Learning & Instruction Cognitive Psychology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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