Theoretical Framework Dissertation
From Jsarmi
A diverse set of theoretical perspectives intersect in the study of computer-supported collaborative learning (CSCL) interactions. On the one hand, we have individuals acting within specific activity contexts and engaging with knowledge tasks (e.g. discovery, problem-solving, argumentation, etc.). Diverse theories of cognition and human activity are relevant for understanding this aspect of CSCL interactions. Among these theories one might include the theory of cognition and learning as situated activity (e.g. Lave, Lave and Wenger, and Greeno) and the information-processing theory of problem-solving (Simon, and Simon and Newell). On the other hand, CSCL contexts involve collectivities as coherent entities which, through interaction, might achieve levels of functioning that go beyond the single aggregation of individuals thought processes. In this case, theories of small-group dynamics (e.g. X), team development (e.g. Time in Groups, Beyond IPO), and knowledge-building communities (e.g Scardamalia and Bereiter, Wenger) are relevant to understanding this aspect of CSCL interactions. Finally, we should account for the role of designed artifacts. From this perspective, there is a need to specify the role of artifacts in enabling or constraining particular individual and collective interactions. Sociocultural psychology and its derivative, activity theory, as well as actor-network theory and the theory of distributed cognition address directly the role of artifacts in human activity. In order to better specify the contributions and implications of these relevant theoretical frameworks for the proposed research, we first define a number of dimensions that pertain to our central research questions and use these dimensions as an organizing framework.
Individual Cognition and Group Cognition
Groups and Teams
Teams and Virtual Teams
Knowledge and Knowing
Shared Knowledge and Shared Knowing
Transfer of Knowledge and Continuity of Knowledge Building
