title: Exploring relational regulation in computer-mediated (collaborative) learning interaction: a developmental perspective.
abstract: This article presents a qualitative analysis showing the dependency of effective collaborative argumentation on interpersonal relational aspects that develop during synchronous interaction. Four regulatory principles are proposed as propelling the interaction, and of these, autoregulation, or the conservative restraints within the existing relation, appears to be the dominant force. When using a structured dialogue system (SDS), instead of free chat, via roles and sentence-openers, the social dimension of the relation between participants disappears from the surface interaction. Even though using the SDS seems to foster a more focused and task-functional approach, argumentation appears to affect the relations between participants in a negative way, since after an argumentative sequence, repair of the relationship takes place. It might even be argued that, because of relational stress, in many cases, argumentation is momentarily suspended.
authors.affiliation: Department of Educational Sciences, Utrecht University, Utrecht, The Netherlands. c.vanderpuil@fss.uu.nl
authors.forename: Chiel
authors.initials: C
authors.lastname: van der Puil
authors.forename: Jerry
authors.initials: J
authors.lastname: Andriessen
authors.forename: Gellof
authors.initials: G
authors.lastname: Kanselaar
mesh_terms: D000328:Adult; D003198:Computer Simulation; D003194:Computer-Assisted Instruction / Q000295:instrumentation / Q000379:methods*; D003299:Cooperative Behavior; D020375:Education, Distance / Q000379:methods; D005260:Female; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008297:Male; D017008:Negotiating; D009426:Netherlands; D011340:Problem Solving; D019114:Remote Consultation / Q000295:instrumentation / Q000379:methods; D012931:Social Environment; D012984:Software; D014584:User-Computer Interface