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Systemic Intervention for Computer-Supported Collaborative Learning
Pontificia Univ Catolica Peru, Peru.
Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation. Univ Hull, Sch Business, England; Victoria Univ Wellington, Victoria Business Sch, Wellington, New Zealand; Univ Canterbury, Sch Polit & Social Sci, New Zealand; Univ Queensland, Sch Agr & Food Sci, Brisbane, Qld, Australia.
Univ Los Andes, Dept Ind Engn, Bogota, Colombia.
2015 (English)In: Systems research and behavioral science, ISSN 1092-7026, E-ISSN 1099-1743, Vol. 32, no 1, 86-105 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project. Copyright (c) 2013 John Wiley & Sons, Ltd.

Place, publisher, year, edition, pages
2015. Vol. 32, no 1, 86-105 p.
National Category
Other Engineering and Technologies
Identifiers
URN: urn:nbn:se:mdh:diva-27667DOI: 10.1002/sres.2220ISI: 000348642500008Scopus ID: 2-s2.0-84923795419OAI: oai:DiVA.org:mdh-27667DiVA: diva2:793371
Available from: 2015-03-06 Created: 2015-03-06 Last updated: 2015-03-19Bibliographically approved

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