Framework of three types of object-oriented interaction: coordination, cooperation, and communication¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The framework distinguishes three qualitatively different types of epistemological subject-object-subject relations in collaborative learning. Coordination is the "default" mode in which each participant performs a scripted role with a partial object; cooperation is initiated by a disturbance that cannot be fixed by returning to the script, with participants focusing on a shared problem; communication occurs when participants question and examine their own patterns of interaction, reconceptualizing both object and script. Pseudo-cooperation is a variant that resembles cooperation but focuses on a substitute object discussed without resolution. The framework calls attention to transitions between types, typically triggered by disturbances.

Design Implications¶

Context¶

Requirements¶

• Analysis must pay special attention to disturbances — unintentional deviations from the script — since transitions between interaction types typically pass through short phases of disturbances
• Sustaining communication typically requires mobilization of novel resources such as shared documentation, plans, or outside help

Constraints¶

• Communication phases are rare and difficult to sustain; cooperation may remain a mere attempt when it receives no or only minimal responses

Target Learners¶

• collaborative groups working on shared, object-oriented tasks

Target Learning Objectives¶

• collective reconceptualization of the shared object and interaction script
• moving from business-as-usual coordination toward cooperation and communication

Claims¶

• Coordination Dominates Communication Rare [+M]
• No Mechanical Correspondence Actions Interaction [+M]
• Disturbances Crucial Expansive Learning Dynamics [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174