Visions of CSCL: eight provocations for the future of the field

Wise, Alyssa Friend; Schwarz, Baruch B.

doi:10.1007/s11412-017-9267-5

Cited by 165 publications

(104 citation statements)

References 101 publications

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“…Teachers’ online discourse is predominantly used for connecting teachers with each other, providing and seeking suggestions about teaching practices (Kelly & Antonio, ). Since teachers’ discourse reflects the process of collaborative knowledge building, it has always been a focus of researchers in the field of the computer‐supported collaborative learning and knowledge building (Lin & Chan, ; Wise & Schwarz, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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“…The primary contribution of this study is a new evaluation framework for technology enabled collaborative learning environments. Starting off as a framework solely focused on social media enabled environments the final TECLE framework fulfils a call from the knowledge base for a framework that aims to unite the domain's diverse tools and theories to support better design and implementation of such environments as Wise and Schwarz [39]. Furthermore, using Nu Nunamaker Jr, Briggs, Derrick, and Schwabe's [27] three stage categorization of real impact of IS research (stage 1: proof-of-concept, stage 2: proof-of-value, and stage 3: proof-of-use) the TECLE framework is at Stage 2 ("proof-of-value") in providing value for the users of the framework.…”

Section: New Frameworkmentioning

confidence: 99%

“…This requires the instructor to consider the technical functionality of the collaborative technology they wish to introduce, and what value it brings to their learning environment. However, the collaborative learning field lacks a framework to unite the domain's diverse tools and theories to support better design and implementation of such environments [39]. This provides an opportunity to develop such a framework, which would offer instructors a tool to make an informed decision on whether or not the adoption of a collaborative technology will be (or has been) beneficial to their learners.…”

Section: Introductionmentioning

confidence: 99%

A framework for evaluating the effectiveness of technology enabled collaborative learning

Doyle¹,

Nagle²

2019

Preprint

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It has been demonstrated that technology enabled collaborative learning leads to positive effects on knowledge gain, skill acquisition, and student perceptions. Thus, it’s unsurprising that instructors are adopting these collaborative technologies into their learning environments. However, the collaborative learning field lacks a framework to unite the domain’s diverse tools and theories to support better design and implementation of such environments. This study builds the Technology Enable Collaborative Learning Evaluation (TECLE) framework, which offers instructors a tool to make informed decisions on whether or not the adoption of a collaborative technology will be (or has been) beneficial to their learners. Using a DSR methodology the framework was built over 9 iterations, incorporating a literature review as well as 6 field experiments in which 6 separate technology supported learning environments were developed. The results are a novel framework, as well as insights into technology supported learning environments and the DSR methodology.

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“…Case analysis provides understanding and provokes new research questions but for examining, for example, temporal traces and patterns of motivation and emotion regulation, larger data sets are needed (Malmberg, Järvenoja, & Järvelä, 2013). Our challenge has also been that operationalisation of different components of analysis, such as a 'challenging situation', is not specific enough to be transferred to the systematic analysis of larger data sets as it would be extremely time-consuming (see also Wise & Schwarz, 2017). For example, in the above described example, the analysis phases included several rounds of categorizing the 87 hours of video data corpus to first reliably locate the challenges and the related regulation.…”

Section: Claim: Motivation and Emotion Regulation Is Situation And Comentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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Visions of CSCL: eight provocations for the future of the field

Cited by 165 publications

References 101 publications

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

A framework for evaluating the effectiveness of technology enabled collaborative learning

Capturing motivation and emotion regulation during a learning process

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