Emotions are seldom explicitly analyzed in conversational CSCL contexts and must be balanced with cognition in conversation conceptualization¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A critical review of dialogical and related literature shows emotions are seldom explicitly analyzed in conversation contexts, and conceptualizations of conversation need to consider the balance between cognition and emotions. → U. Cress 2019

Evidence¶

U. Cress 2019¶

U. Cress, C. P. Rosé, N. Law, S. Ludvigsen. (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-019-09305-2

q2 · i? · review · r?

Narrative literature review by Slakmon and Schwarz drawing on political education, dialogical theory, cognitive development, and CSCL studies, applying critical review to Piaget and recent dialogical approaches. The editorial reports the review shows "emotions are seldom explicitly analyzed in contexts such as conversations."

"The review shows that emotions are seldom explicitly analyzed in contexts such as conversations."

Discussion¶

Related Claims¶

• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes — related
• Zusho concludes SRL, SAL, and engagement perspectives all entail learner adaptation, and that models of student learning mismatch how they are measured — related