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Article of Volume 11, Issue 1, March 2016

Exploring the relationship between resistance and perspectival understanding in computer-mediated discussions

Authors: SoonAh Lee, Kwangok Song

Abstract: This discourse analytic study explored the interconnection between resistance and perspectival understanding when students negotiated and constructed understandings in computer-mediated discussions in a graduate level course on the psychology of learning. Findings showed that resistance expressions often accompanied perspectival understanding as students elaborated on ideas from authors of course readings or peers. Furthermore, perspectival understanding was achieved both on the individual level and the group level as students showed resistance to the authors of course readings, their peers, and educational issues. These findings suggested that resistance played a role as a constructive discourse tool in a collaborative learning environment in which students made meaning of scholarly texts. This study is of importance in understanding the integral role of resistance in perspectival understanding in computer-mediated classroom discussions that has been rarely explored in empirical educational research.

Keywords: This paper investigates the effects of task-level versus process-level prompts on levels of perceived and objective consensus, perceived efficacy, and argumentation style in the context of a computer-supported collaborative learning session using Interact

Citation: Lee, S. & Song, K. (2016) Exploring the relationship between resistance and perspectival understanding in computer-mediated discussions. ijcscl 11 (1), pp. 41-58

DOI: 10.1007/s11412-016-9228-4

Preprint: lee_song_11_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-016-9228-4] including a link to the official electronic version.