Examining System Dynamics Models Together: Using Variation Theory to Identify Learning Opportunities in Online Collaboration

Abstract

This study applies variation theory to examine the discourse of three online groups learning about the structure and behavior of simple population models. Students' discussions were examined to reveal whether the discussions provided opportunities to become aware of possible variations corresponding to those critical dimensions. The findings indicated that only in Group 1 did the discussion open variations corresponding to critical dimensions of the model structure and growth patterns. We propose that variation theory is useful as an analytic lens for researchers interested in collaborative learning particularly in online environments, and also as an instructional design tool for teachers in designing collaborative tasks.