Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
Springer Nature Link
Log in

Virtual Learning Communities (VLCs) rethinking: From negotiation and conflict to prompting and inspiring

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Research analysis usually focuses on terms of negotiation –argument, conflict, agreement, disagreement- as indications of collaborative learning. The reported research suggests that the latter can also exist in terms of prompting and inspiring and in terms of negotiation. To that purpose, a study of computer supported collaborative learning has taken place in a Virtual Learning Community (VLC), in the frame of an authentic educational activity. Analysis of discourse and artifacts was conducted. The nature of the dialogues in the reported VLC seems to be a special form of discourse addressing community context, mainly characterized by prompting and inspiring while less of negotiation and conflicts. Furthermore, the suggested rethinking can be the shift to the kind of discourse that researchers are seeking for, as the form of changing in VLCs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Annansingh, F. (2019). Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students. Education and Information Technologies, 24, 3669–3688. https://doi.org/10.1007/s10639-019-09949-5.

    Article  Google Scholar 

  • Avouris, N., Dimitracopoulou, A., & Komis, V. (2003). On analysis of collaborative sroblem solving: An object-oriented approach. Computers in Human Behavior, 19, 147–167. https://doi.org/10.1016/S0747-5632(02)00056-0.

    Article  Google Scholar 

  • Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press.

    Google Scholar 

  • Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3–12. https://doi.org/10.1207/s15326985ep2901_1.

    Article  Google Scholar 

  • Bereiter, C., & Scardamalia, M. (2018). Fixing humpty-dumpty: Putting higher-order skills and knowledge together again. In L. Kerslake & R. Wegerif (Eds.), Theory of teaching thinking: International perspectives (pp. 72–87). London: Routledge.

    Google Scholar 

  • Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 269–292).

    Google Scholar 

  • Bielaczyc, K., & Collins, A. (2006). Fostering knowledge-creating communities. In A. M. O’Donnell, C. E. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 37–60). London: Lawrence Erlbaum.

    Google Scholar 

  • Bielaczyc, K., Kapur, M., & Collins, A. (2013). Cultivating a community of learners in K-12 classrooms. In C. E. Hmelo-Silver, A. M. O’Donnell, C. Chan, & C. A. Chinn (Eds.), International handbook of collaborative learning (pp. 233–249). Taylor & Francis, Inc.

  • Brailas, A., Koskinas, K., & Alexias, G. (2017). Teaching to emerge: Toward a bottom-up pedagogy. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1377506.

  • Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42. https://doi.org/10.3102/0013189X018001032.

    Article  Google Scholar 

  • Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15(1), 1–40. https://doi.org/10.1207/s1532690xci1501_1.

    Article  Google Scholar 

  • Chen, B., Scardamalia, M., Resendes, M., Chuy, M., & Bereiter, C. (2012). Students’ intuitive understanding of promisingness and promisingness judgments to facilitate knowledge advancement. In The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (Vol. 1, pp. 111–118).

  • Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing knowledge-building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning, 10(4), 345–366. https://doi.org/10.1007/s11412-015-9225-z.

    Article  Google Scholar 

  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Belknap Press.

    Google Scholar 

  • Cole, M., & Engeström, Y. (1993). A cultural - historical approach to distributed cognition. In G. Salomon (Ed.), Distributed Cognition’s - psychological and educational consideration (pp. 1–47). Cambridge: Cambridge University Press.

    Google Scholar 

  • Cole, M., Engeström, Y., Sannino, A., Gutiérrez, K., Jurow, S., Packer, M., Penuel, W. R., Johnson, R., Severance, S., Leary, H., & Miller, S. (2014). Toward an argumentative grammar for socio-cultural/cultural-historical activity approaches to design research. In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1254–1263). Boulder: International Society of the Learning Sciences. https://doi.org/10.22318/icls2014.1254.

    Chapter  Google Scholar 

  • Collins, I., Singer J., Tenney, M., Thomasson, A., & Yavorcik, C. (2011). Online collaboration for the masses: A user study of Google docs, Final Project, Understanding and Serving Users, Fall 2011. Retrieved from http://carinyavorcik.com/GoogleDocsUserStudy.pdf.

  • Dekeyser, S. & Watson, R. (2006). Extending Google docs to collaborate on research papers. University of Southern Queensland, Australia, 23, 2008.

  • Emerson, C. (1983). The outer word and inner speech: Bakhtin, Vygotsky, and the internalization of language. Critical Inquiry, 10(2), 245–264.

    Article  Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit: Helsinki.

    Google Scholar 

  • Engeström, Y. (2008). From design experiments to formative interventions, ICLS'08 Proceedings of the 8th International Conference on International Conference for The Learning Sciences (Vol. 1, pp. 3–24). Utrecht, NL.

  • Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628. https://doi.org/10.1177/0959354311419252.

    Article  Google Scholar 

  • Engeström, R. (2014a). The interplay of developmental and dialogical epistemologies. Outlines. Critical Practice Studies, 15(2), 119–138.

    Google Scholar 

  • Engeström, Y. (2014b). Learning by expanding. Cambridge University Press.

  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002.

    Article  Google Scholar 

  • Erkens, M., Bodemer, D., & Hoppe, H. U. (2016). Improving collaborative learning in the classroom: Text mining based grouping and representing. ijcscl, 11(4). https://doi.org/10.1007/s11412-016-9243-5.

  • Felton, M., Garcia-Mila, M., Villarroel, C., & Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. British Journal of Educational Psychology, 85(3), 372–386. https://doi.org/10.1111/bjep.12078.

    Article  Google Scholar 

  • Foster, L., Neuer Colburn, A., & Briggs, C. (2018). Language & online learning: Inform, inspire and engage virtual learning communities. The Journal of Counselor Preparation and Supervision, 11(1). Retrieved from https://repository.wcsu.edu/jcps/vol11/iss1/6.

  • Fu, E. L., van Aalst, J., & Chan, C. K. (2016). Toward a classification of discourse patterns in asynchronous online discussions. International Journal of Computer-Supported Collaborative Learning, 11(4), 441–478. https://doi.org/10.1007/s11412-016-9245-3.

    Article  Google Scholar 

  • Furberg, A. (2016). Teacher support in computer-supported lab work: Bridging the gap between lab experiments and students’ conceptual understanding. International Journal of Computer-Supported Collaborative Learning, 11(1), 89–113. https://doi.org/10.1007/s11412-016-9229-3.

    Article  Google Scholar 

  • Gan, Y., & Zhu, Z. (2007). A learning framework for knowledge building and collective wisdom advancement in virtual learning communities. Journal of Educational Technology & Society, 10(1), 206–226.

    Google Scholar 

  • Greiffenhagen, C. (2012). Making rounds: The routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning, 7(1), 11–42. https://doi.org/10.1007/s11412-011-9134-8.

    Article  Google Scholar 

  • Habermas, J. (1984). The theory of communicative action Volume 1. Reason and the rationalization of society (T. McCarthy, trans.). Boston: Beacon.

  • Hod, Y., Charles, E., Bielaczyc, K., Kapur, M., Acosta, A., Ben-Zvi, D., Chen, M., Choi, K., Dugdale, M., Kali, Y., Lenton, K., McDonald, S. P., Moher, T., Quintana, R. M., Rook, M. M., Slotta, J. D., Tietjen, P., Weiss, P. T., Whittaker, C., & Zhang, J. (2016). Future learning spaces for learning communities: New directions and conceptual frameworks. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The international conference of the learning sciences (ICLS) (Vol. 2, pp. 1063–1070). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.167.

  • Hod, Y., Bielaczyc, K., & Ben-Zvi, D. (2018). Revisiting learning communities: Innovations in theory and practice. Instructional Science, 46(4), 489–506. https://doi.org/10.1007/s11251-018-9467-z.

    Article  Google Scholar 

  • Horkheimer, M. (2004). Eclipse of reason. NY: Continuum.

    Google Scholar 

  • Khanlari, A., Resendes, M., Zhu, G., & Scardamalia, M. (2017). Productive knowledge building discourse through student-generated questions. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th international conference on computer supported collaborative learning (CSCL) 2017 (Vol. 2, pp. 585–588). Philadelphia: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2017.84.

    Chapter  Google Scholar 

  • Khoo, M., & Stahl, G. (2015). Constructing knowledge: A community of practice framework for evaluation in the VMT project. In Proceedings exploring the material conditions of learning: The Computer Supported Collaborative Learning (CSCL) conference 2015 (Vol. 1, pp. 126–133). Gothenburg: The International Society of the Learning Sciences. https://doi.org/10.22318/cscl2015.171.

    Chapter  Google Scholar 

  • Kim, B., Tan, L., & Bielaczyc, K. (2015). Learner-generated designs in participatory culture: What they are and how they are shaping learning. Interactive Learning Environments, 23(5), 545–555. https://doi.org/10.1080/10494820.2015.1067974.

    Article  Google Scholar 

  • Komis, V., Avouris, N., & Fidas, C. (2002). Computer supported collaborative concept mapping: Study of interaction. Education and Information Technologies, 2002, 7(2), 169–188. https://doi.org/10.1023/A:1020309927987.

    Article  Google Scholar 

  • Kuuti, K. (1996). Activity theory as a potential framework for human computer interaction research. In B. Nardi (Ed.), Context and consciousness: Activity theory and human computer interaction (pp. 17–44). Cambridge: MIT Press.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.

    Book  Google Scholar 

  • Leontyev, A. (2009). Activity and consciousness. Marxists internet archive. Retrieved from http://marxistsfr.org/archive/leontev/works/activity-consciousness.pdf.

  • Leontyev, A. (n.d.). Activity, Consciousness, Personality (E. P. Xenopoulos transl.), Athens: Ger. Anagnostidis.

  • Medina, R., & Stahl, G. (2019). Analysis of group practices. In U. Cress, C. Rosé, A. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning. New York: Springer.

    Google Scholar 

  • Paavola, S., & Haakarinen, K. (2005). The knowledge creation metaphor – An emergent epistemological approach to learning. Science & Education, Springer, 14(6), 535–557. https://doi.org/10.1007/s11191-004-5157-0.

    Article  Google Scholar 

  • Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer Supported Collaborative Learning, 15, 5–47. https://doi.org/10.1007/s11412-020-09316-4.

    Article  Google Scholar 

  • Sannino, A., & Engeström, Y. (2018). Cultural-historical activity theory. Cultural-Historical Psychology, 14(3), 43–56. https://doi.org/10.17759/chp.2018140305.

    Article  Google Scholar 

  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the ACM, 36(5), 37–41. https://doi.org/10.1145/155049.155056.

    Article  Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of Learning Sciences, 3(3), 265–283. https://doi.org/10.1207/s15327809jls0303_3.

    Article  Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).

  • Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy and technology. In The Cambridge handbook of the learning sciences (pp. 397–417).

    Chapter  Google Scholar 

  • Schwarz, B., & Baker, M. (2017). Dialogue, argumentation and education: History, theory and practice. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Slakmon, B., & Schwarz, B. B. (2019). Deliberative emotional talk. International Journal of Computer Supported Collaborative Learning, 14(2), 185–217. https://doi.org/10.1007/s11412-019-09304-3.

    Article  Google Scholar 

  • Sokolov, A. (1972). Inner speech and thought. New York: Plenum Press.

    Book  Google Scholar 

  • Stahl, G. (2000). A model of collaborative knowledge-building. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 70–77). Mahwah: Erlbaum.

    Google Scholar 

  • Stahl, G. (2013). Theories of cognition in collaborative learning. In The international handbook of collaborative learning (pp. 86–102). NY: Routledge.

    Google Scholar 

  • Stahl, G., & Hakkarainen, K. (2019). Theories of CSCL. In U. Cress, C. Rosé, A. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning. New York: Springer.

    Google Scholar 

  • Stein, S. J., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239–258. https://doi.org/10.1080/0307507042000190813.

    Article  Google Scholar 

  • Tchounikine, P. (2019). Learners’ agency and CSCL technologies: Towards an emancipatory perspective. International Journal of Computer Supported Collaborative Learning, 14(2), 237–250. https://doi.org/10.1007/s11412-019-09302-5.

    Article  Google Scholar 

  • Tissenbaum, M., & Slotta, J. (2019). Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. International Journal of Computer Supported Collaborative Learning, 14(2), 325–351. https://doi.org/10.1007/s11412-019-09306-1.

    Article  Google Scholar 

  • Tzanavaris, S. (2015). Collaborative learning in virtual communities: Socio-psychological and pedagogical approach. (Doctoral thesis, Panteion University, Dept of Psychology, Athens).

  • Tzanavaris, S. P., Sepetis, A., & Tzanavaris, S. T. (2009). Collaboration in social networks: The problem solving activity leading to interaction – ‘Struggle’ Analysis Framework (SAF). In J. Bourdeau, R. Mizoguchi, S. Isotani, B. Wasson, W. Q. Chen, & J. Jovanovic (Eds.), Proceedings of workshop on intelligent and innovative support for collaborative learning activities. 9th International Conference on Computer Supported Collaborative Learning (CSCL2009) (pp. 27–36). Rhodes: International Society of the Learning Sciences.

    Google Scholar 

  • Vandeyar, T. (2020). The academic turn: Social media in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10240-1.

  • Vygotsky, L. S. (2000). Mind in society. The development of higher psychological proccesses (A. Bibou & S. Vosniadou, Transl.). Athens: Gutenberg.

  • Vygotsky, L. S. (2008). Thought & language (A. Rodi, Transl.). Athens: Gnosi.

  • Walton, D. (2009). Burden of proof in deliberation dialogs. In International workshop on argumentation in multi-agent systems (pp. 1–22). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-12805-9_1.

    Chapter  Google Scholar 

  • Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10- year old, Educational Technology. Research and Development, 55(2), 117–145. https://doi.org/10.1007/s11423-006-9019-0.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Humanistic and Social Informatics Laboratory, Department of Informatics, Ionian University, PlateiaTsirigoti 7, 49100, Corfu, Greece

    Spyros Tzanavaris, Stefanos Nikiforos, Despoina Mouratidis & Katia Lida Kermanidis

Authors
  1. Spyros Tzanavaris
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stefanos Nikiforos
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Despoina Mouratidis
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Katia Lida Kermanidis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Spyros Tzanavaris.

Ethics declarations

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Human and animal rights

This article does not contain any studies with animals performed by any of the authors.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Conflicts of interest

None.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Tzanavaris, S., Nikiforos, S., Mouratidis, D. et al. Virtual Learning Communities (VLCs) rethinking: From negotiation and conflict to prompting and inspiring. Educ Inf Technol 26, 257–278 (2021). https://doi.org/10.1007/s10639-020-10270-9

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-020-10270-9

Keywords

Search

Navigation