Collaboration amidst Disagreement and Moral Judgment: The Dynamics of Jewish and Arab Students' Collaborative Inquiry of Their Joint Past

Autor/inn/en	Pollack, Sarah; Kolikant, Yifat Ben-David
Titel	Collaboration amidst Disagreement and Moral Judgment: The Dynamics of Jewish and Arab Students' Collaborative Inquiry of Their Joint Past
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 7 (2012) 1, S.109-128 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-011-9138-4
Schlagwörter	Foreign Countries; Computer Mediated Communication; Discussion; Web 2.0 Technologies; Content Analysis; Jews; Computer Assisted Instruction; Arabs; Value Judgment; Group Dynamics; Interpersonal Communication; Conflict; Moral Values; Models; Historical Interpretation; Transcripts (Written Records); Reflection; Discourse Analysis; Cooperative Learning; Instructional Effectiveness; Israel + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Diskussion; Inhaltsanalyse; Jew; Jude; Jüdin; Juden; Computer based training; Computerunterstützter Unterricht; Arab; Araber; Werturteil; Gruppendynamik; Interpersonale Kommunikation; Konflikt; Moral value; Ethischer Wert; Analogiemodell; Historische Interpretation; Diskursanalyse; Kooperatives Lernen; Unterrichtserfolg
Abstract	We present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our data sources included the texts participants wrote--pre-, post- and during the activity, jointly and individually--the transcripts of the e-discussion and reflections written after the activity. The setting enabled us to further our understanding of what collaboration means when students' voices do not converge. We examined whether the activity was productive in terms of learning, and the dynamics of collaboration within the milieu, especially the intersubjective meaning making. The e-discussion that was co-constructed by participants was a chain of disagreements. However, participants' reflections reveal that the group structure and the e-communication method were perceived as affording sensitive collaboration. Furthermore, a comparison between the individual texts, pre- and post- the group discussion, revealed that the activity was productive, since students moved from a one-sided presentation of the event to a more multi-sided representation. Based on the analysis of the e-discussion, we conclude that the setting provided students with opportunities to examine their voices in light of alternatives. We propose the term "fission" to articulate certain moments of intersubjectivity, where a crack is formed in one's voice as the Other's voice impacts it, and one's voice become more polyphonic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10