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Computer-Supported Collaborative Learning and the Central Research Questions: Two Illustrative Vignettes

Computer-Supported Collaborative Learning and the Central Research Questions: Two Illustrative Vignettes

Tony Carr, Vic Lally, Maarten de Laat, Glen Cox
Copyright: © 2006 |Pages: 24
ISBN13: 9781591409717|ISBN10: 1591409713|ISBN13 Softcover: 9781591409724|EISBN13: 9781591409731
DOI: 10.4018/978-1-59140-971-7.ch009
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MLA

Carr, Tony, et al. "Computer-Supported Collaborative Learning and the Central Research Questions: Two Illustrative Vignettes." Enhancing Learning Through Technology, edited by Elsebeth Korsgaard Sorensen and Daithi O Murchu, IGI Global, 2006, pp. 203-226. https://doi.org/10.4018/978-1-59140-971-7.ch009

APA

Carr, T., Lally, V., de Laat, M., & Cox, G. (2006). Computer-Supported Collaborative Learning and the Central Research Questions: Two Illustrative Vignettes. In E. Sorensen & D. O Murchu (Eds.), Enhancing Learning Through Technology (pp. 203-226). IGI Global. https://doi.org/10.4018/978-1-59140-971-7.ch009

Chicago

Carr, Tony, et al. "Computer-Supported Collaborative Learning and the Central Research Questions: Two Illustrative Vignettes." In Enhancing Learning Through Technology, edited by Elsebeth Korsgaard Sorensen and Daithi O Murchu, 203-226. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-971-7.ch009

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Abstract

This chapter examines the theoretical and conceptual issues involved in gathering evidence to build a database for the design of virtual higher education (computer supported collaborative learning — CSCL — and networked learning — NL). After briefly surveying the current state of CSCL/NL research and its lack of theoretical synthesis, we propose three high-level research questions as a way of focusing our efforts on finding answers. We then offer two vignettes of empirical case studies from our own research. These studies are used to illustrate the challenges to be faced, and possible approaches to be used, in addressing the questions. In particular, we look at the way theory and praxis (theory-informed practice) might be more effectively engaged through “theory-praxis conversations,” in order to make effective use of empirical data in building the evidence base that will be needed to design and build virtual higher education over the next 10 years.

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