Abstract
We present a critical perspective on the current state of research on educational dialogues, within and without Computer-Supported Collaborative Learning environments, in order to propose research perspectives in the intersection of these two domains. Our main proposal is that in order to integrate different types of human or machine analyzed data over different timescales, it is necessary to do so within a theorization of the object of study and its units of analysis. Standpoints on the nature of the object of study, conceived as the development of collective thinking in and by dialogue, on the importance of different timescales and broader units of analysis such as collaborative learning platforms, form the bases for these proposals. We also call for broadening and integrating theoretical perspectives on (educational) dialogue itself, beyond a purely logocentric vision.
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(redrawn from Sorsana & Trognon, 2018, p. 33)
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See the new CSCL handbook edited by Cress, Oshima, Rosé & Wise, 2021, for an overview of the CSCL field
In the new CSCL handbook, these and other conceptual positions are described in more detail (Ludvigsen et al., 2021).
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Acknowledgements
The ideas developed in this short paper were stimulated by the EARLI 2021 symposium “Analysing Educational Dialogues: Integrative and Critical Perspectives”, organized by the first two authors of this paper, within which the third author was the discussant. We would like to thank Prof. Sanna Järvelä for having encouraged us to set our pens to paper in developing these ideas, and Prof. Carolyn Rosé for her help during the gestation and delivery of this paper.
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Baker, M.J., Schwarz, B.B. & Ludvigsen, S.R. Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives. Intern. J. Comput.-Support. Collab. Learn 16, 583–604 (2021). https://doi.org/10.1007/s11412-021-09359-1
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DOI: https://doi.org/10.1007/s11412-021-09359-1