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ERIC Number: EJ851023
Record Type: Journal
Publication Date: 2009-Jun
Pages: 35
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1556-1607
The Joint Organization of Interaction within a Multimodal CSCL Medium
Cakir, Murat Perit; Zemel, Alan; Stahl, Gerry
International Journal of Computer-Supported Collaborative Learning, v4 n2 p115-149 Jun 2009
In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities in ways that share the significance of their utterances, inscriptions, and behaviors. Here, we report the results of a ethnomethodological case study of collaborative math problem-solving activities mediated by a synchronous multimodal online environment. We investigate the moment-by-moment details of the interaction practices through which participants organize their chat utterances and whiteboard actions as a coherent whole. This approach to analysis foregrounds the sequentiality of action and the implicit referencing of meaning making--fundamental features of interaction. In particular, we observe that the sequential construction of shared drawings and the deictic references that link chat messages to features of those drawings and to prior chat content are instrumental in the achievement of intersubjectivity among group members' understandings. We characterize this precondition of collaboration as the co-construction of an indexical field that functions as a common ground for group cognition. Our analysis reveals methods by which the group co-constructs meaningful inscriptions in the dual-interaction spaces of its CSCL environment. The integration of graphical, narrative, and symbolic semiotic modalities in this manner also facilitates joint problem solving. It allows group members to invoke and operate with multiple realizations of their mathematical artifacts, a characteristic of deep learning of mathematics.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A