Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
The computer as medium
Articulation of actions in distributed collaborative learning
Scandinavian Journal of Information Systems
Collaboration as quality interaction in web-based learning
Advanced Technology for Learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Students' web-based actions when linking theory and practice
International Journal of Web Based Communities
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The agreed educational expectation to Distributed CSCL is the establishment of flexible, collaborative and interactive learning processes of good quality (Kaye, 1994). Achieving peer interaction in distributed CSCL, however, has so far proven to be a mixed and ambiguous affair (Fjuk, 1998; Sorensen, 1997b & 1998).Within Distributed CSCL-research it is generally acknowledged, that new insights into the communicative learning conditions of the virtual environments, together with new didactic methods, have to be developed (Koschmann, 1996; Pea, 1994). Moreover, much research points to human interaction and communication as the key elements to unlocking the interactive learning potential of distributed CSCL (Dillenbourgh et al., 1995). In other words, we need more stringent analytical approaches, which relate the communicative qualities of the virtual context, to qualities of the learning process.This paper compares the problem of stimulating online interaction to the lack of understanding among designers and instructors of the specific dialogical conditions of virtual environments. It discusses, from the perspective of the learning principles of Gregory Bateson (1973), in what sense the specific dialogical conditions and qualities of virtual environments may support learning. It also deals with the challenge of how - under different dialogical conditions - to understand the need for didactic and instructional change in order to enhance interaction and intellectual amplification in asynchronous distributed CSCL.