Disengaged Students and Dialogic Learning: The Role of CSCL Affordances

Autor/inn/en	Slakmon, Benzi; Schwarz, Baruch B.
Titel	Disengaged Students and Dialogic Learning: The Role of CSCL Affordances
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 9 (2014) 2, S.157-183 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-014-9191-x
Schlagwörter	Computer Mediated Communication; Student Attitudes; Alienation; Learner Engagement; Interpersonal Communication; Cooperative Learning; Peer Relationship; Discussion Groups; Dialogs (Language) + Suchen Sie Ihr Suchwort? Computerkonferenz; Schülerverhalten; Entfremdung; Interpersonale Kommunikation; Kooperatives Lernen; Peer-Beziehungen; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Only a few studies have dealt with the challenge of bridging the linguistic gap between the dialogic realm and the talk of disengaged students. Bridging this gap is particularly relevant to the CSCL community since one of its utmost aims is to promote the dialogic. This study aims to articulate how to harness the CSCL design and affordances to enhance dialogic pedagogy with disengaged students. Using temporal analysis of philosophical discussions for children, we focus on three disengaged 8th grade students participating in successive discussions mediated by a CSCL tool (Argunaut), and follow the way they talk with their peers in the classroom. The study shows the gradual emergence of the dialogic among those students. We describe the transition of their talk moves, from initially reproducing the way they talk to adopting dialogical norms. To explain this we conceptualize the notion of "carriers of discursive norms" and discuss its transformative role in dialogue. The dialogic transition was made possible by the pedagogical design and the design of the CSCL tools. These affordances allowed the students change the meaning of the conversational building blocks of space, silence, addressee, and the ethics of talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10