A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings

This article presents a theoretical and empirical analysis of social intera ctions in computer-based learning environments. A special aim was to explor e how technology can be used to support reciprocal understanding between a teacher and a student. In the belief that a computer-based learning environ ment creates an optimal situation for apprenticeship, we conducted studies on three different technology-based learning environments in Finland and th e United States focusing on analyzing Learning and social interaction. In t he first study, control technology (LegoTClogo) and cognitive apprenticeshi p-based learning were used to promote modem technological thinking and prob lem solving skills in seventh grade students (N = 16). The second study was aimed at investigating sixth grade students' (N = 16) collaborative planni ng and design of Web-based knowledge bases and documents. The third study d ealt with the possibilities of supporting student-student and student-teach er interaction in higher education with the help of ALEL (N = 11), a softwa re program developed for teaching methodology and statistical inference to university students. Detailed qualitative data (videotaping, tape recording , and interviewing) related to the working processes and teaching-learning interactions were collected during these three experiments. The results of the content analyses point to ways technology can improve task-related soci al interaction and provide multiple opportunities for students to negotiate meanings concerning different abstract phenomena. From an instructor viewp oint, modest scaffolded assistance seemed to enhance the learning activity in each of these settings. Through these studies, it is clear that various technology tools can support the teacher and the student to "turn toward" a joint task and facilitate their reciprocal understanding of the situation.