Conceptualizing the intersubjective group

Stahl, Gerry

doi:10.1007/s11412-015-9220-4

Cited by 22 publications

(8 citation statements)

References 32 publications

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“…In his 2015 editorial, Stahl (2015) argued that technological design in CSCL is directed toward the individual student rather than group practices. For us, this was a very interesting observation and an important argument for designing specific digital educational tools.…”

Section: Design For Variationmentioning

confidence: 99%

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Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Ludvigsen

Steier

2019

Intern. J. Comput.-Support. Collab. Learn

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After four years as Editor-in-Chief and Managing Editor, respectively, we have read, dwelled on, and made judgements about several hundred CSCL papers. (As Managing Editor, Rolf has worked with the accepted manuscripts in addition to review work.) We believe that this overview has given us a deeper insight into CSCL as a developing field of knowledge and into what CSCL researchers want to achieve and emphasize. As an interdisciplinary field, CSCL changes over time as new technologies emerge and the field itself shifts, modifying its conceptual, methodological, research, and design perspectives as well as its empirical concerns. CSCL is one of the two strands of research in the learning sciences; the other strand manifesting itself through The Journal of the Learning Sciences and the associated conferences. Though there is a substantial overlap between these two research strands, with human learning as a core issue for both, CSCL is defined as a triad structure of collaboration that is mediated by a computational artifact (participant-artifact-participant). In this editorial, we will emphasize some significant ideas that we have observed in the IJCSCL and how they might influence the future of the field. We will not attempt to provide an extensive description of the papers published in the period from 2016 to 2019. However, both the original papers and the squibs published during this period are the backdrop for this editorial. Historical development of CSCL and foundational issues In the late 1980s and early 1990s, CSCL was conceptualized as a possible and nascent field of knowledge. Almost 30 years later, CSCL is a well-established field that cuts across social, educational, learning, and computer sciences. However, collaboration between humans and artefacts is not a new phenomenon. In most CSCL studies, collaboration is part of the digital and educational design, which means that collaboration should serve a specific purpose in both learning processes and outcomes. The digital aspects, however, are historically new. CSCL, as we see it, is a field of study that aims to understand the most important aspects of human

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Section: Design For Variationmentioning

confidence: 99%

“…Group cohesion depends on the students' engagement and collaboration, with a focus on content and meaningful collaborative efforts. The unit of analysis in the paper is group practice, which is one of the core units studied in CSCL research (Stahl 2015;Ingulfsen et al 2018;Solli et al 2018).…”

Section: Cognitive Engagement and The Development Of Group Cohesionmentioning

confidence: 99%

Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Ludvigsen

Steier

2019

Intern. J. Comput.-Support. Collab. Learn

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“…According to , the perception must be shared or co-constructed between learners and their learning partner(s) in order to validate, correct, or complete individual perceptions of the problem. This can be seen as fostering intersubjectivity, specifically intersubjectivity regarding problem perception, which is conceptualized as a distinctive characteristic of functional groups (Stahl 2015). Thus, we assume that successful groups should be more able to develop a homogeneous joint problem perception with their members, in comparison to less successful groups (Bodemer and Dehler 2011).…”

Section: Homogeneity Of Problem Perceptionmentioning

confidence: 99%

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Melzner

Greisel

Dresel

et al. 2020

Intern. J. Comput.-Support. Collab. Learn

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Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how completely self-organized groups (i.e., non-guided groups outside the classroom that form without external impulse) regulate their collaborative learning process when faced with different kinds of regulation problems. More specifically, we tested the hypotheses that members of self-organized study groups are more satisfied with their group learning experience (a) the more homogeneous their problem perceptions are within their group, (b) the more they apply immediate (rather than non-immediate) strategies to remedy their regulation problems, and (c) the more frequently they apply regulation strategies. In a longitudinal study, N = 122 students, voluntarily studying for their exams in N = 52 groups, were asked to indicate the types of problems they experienced, the types of strategies they used to tackle those problems, and their satisfaction with their group learning experience after each of their self-organized study meetings. Hierarchical linear modeling confirmed all hypotheses. Qualitative analysis of two selected groups' selfreported situational data provided additional insights about the mechanisms that may have contributed to the results. Our study provides important directions for future research, including the recommendation to identify the processes by which groups (a) can reach homogeneity of problem perceptions and (b) coordinate the choice of appropriate strategies within the group.

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“…In cases where it is greyed-out, the source of information varies in their level of expertise. Note that advancement in knowledge can occur even if the teacher does not have higher expertise than the learner through discussions and sharing of interpretations [154].…”

Section: Knowledge Acquisition Taxonomymentioning

confidence: 99%

The Human Dimension of Software Security and Factors Affecting Security Processes

Assal¹

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Usable security for software developers is a research direction that is in its early stages. Even though developers typically have technical expertise, they are not necessarily security experts and need support when dealing with security. This thesis focuses on the human aspect of software security within the overall development process. The research employes mixed methods, including Cognitive Walkthrough studies, interviews, and an online survey study. We started by studying usability issues in code analysis tools, and designed a visual analysis environment to support collaboration between team members and exploration during security analysis of source code. However, while working on this project, we recognized that the software security problem is a larger one, relating to the overall process of integrating security in the Software Development Lifecycle. Thus, through 13 interviews and an online survey with 123 software developers, we explored real-life software security practices, how developers acquire security knowledge, and the motivators and deterrents to software security. Based on our empirical studies, we identified recommendations that can help support developers handle security throughout the Software Development Lifecycle. Our qualitative and quantitative analyses showed varying approaches to software security, and clear discrepancies between existing and best practices. Through exploring developers' motivations towards software security, we identified both extrinsic and intrinsic motivations. We found that acting towards software security volitionally and for reasons extending beyond mandates can lead to better security processes and better developer-engagement in these processes. Particularly, our studies showed that when the different entities involved in the Software Development Lifecycle communicate and collaborate, and when security is perceived as a common and shared responsibility, this can positively influence software security, e.g., by promoting internal motivations which are associated with improved engagement and cognitive abilities. Towards promoting the internalization of software security, we proposed a human-oriented model to describe how external software security motivations can be internalized. Our model highlights the interplay between security knowledge, team collaboration, and internal motivations to security. Working on this thesis was a wonderful journey with its fair share of ups and downs. I would like to express my gratitude to all those who have supported me throughout this journey. To my thesis supervisor, Sonia Chiasson, for her continuous support and guidance, and for her insights that helped elevate the quality of this research. Thank you Sonia for always being there, especially in the many sleepless nights before deadlines, and for being a friend, besides being a thesis supervisor. Thanks to the members of my committee, Heather Lipford, Timothy Lethbridge, Alejandro Ramirez, and Robert Biddle whose expertise, guidance, and feedback helped shape this thesis. I would e...

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Conceptualizing the intersubjective group

Cited by 22 publications

References 32 publications

Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

The Human Dimension of Software Security and Factors Affecting Security Processes

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