Prosjekt

Within the research on collaborative learning it has been argued that there are some kinds of interaction that seems to be more related to conditions of learning than other kinds of interaction. This implies that in order to facilitate collaborative telelearning we need to enable certain kinds of interaction to occur. Kurt Rysjedal will, in his doctoral research, explore the role of structure and regulation for such a purpose and try to find out how this can be used as a “tool” in order to guide the interaction in a fruitful direction. By structure he refers to both the structure built in to the learning scenario and the structure embedded in the communication medium. Regulation refers to the teacher’s intervention in the interaction during the scenario. An important sub-question will be how the need for structure and regulation varies during different phases of a collaborative learning process. Most of the communication mediums available today have a static structure. The structure that has been built into the medium is constantly present during the whole collaboration process. This makes it difficult to adjust the structure according to the users’ needs during different phases of the process. A better understanding of how the need for structure and regulation change during the process might help reduce this problem. This project is part of the DoCTA-project.