The Sequential Co-construction of the Joint Problem Space
نویسنده
چکیده
Theories of collaborative learning have identified the central role of the joint problem space in coordinating work and establishing intersubjective understanding. The concept of problem space had its inception within the information-processing perspective as a characterization of individual problem-solving activity. It was then reformulated and extended within the learning sciences. Based on a detailed analysis of sustained online collaborative problem-solving activity by a small group of students over multiple sessions, we propose that the theory of the joint problem space should now be further expanded. In addition to the dimensions of social relations and domain content, which are increasingly recognized in the learning sciences, we argue for the salience of the temporal dimension. Our analysis shows that the joint problem space is co-constructed at the group unit of analysis through the temporal and sequential orientation to intersubjective meaning making.
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