Quantifying Qualities of Collaborative Learning Processes

Authored by: Freydis Vogel , Armin Weinberger

International Handbook of the Learning Sciences

Print publication date:  April  2018
Online publication date:  April  2018

Print ISBN: 9781138670594
eBook ISBN: 9781315617572
Adobe ISBN:

10.4324/9781315617572-48

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Abstract

Collaborative learning, especially with the support of computers, is conducive to the development of higher-order thinking, of key competencies, and of learner agency (Cohen, 1994; King, 2007; Roschelle, 2013). Over the past 30 years, numerous studies showed how learners may help each other achieve higher learning gains than learning individually, provided the right goal structures are in place (Slavin, 2010) and provided the learning tasks require learners to work together (Cohen, 1994). In addition to collaborative problem-solving tasks (Rosen & Foltz, 2014), current research highlights the role of argument and discussion for deep elaboration of learning materials (e.g., Stegmann, Wecker, Weinberger, & Fischer, 2012). In argumentative knowledge construction, generating and sharing arguments are related to understanding multiple perspectives of an issue, using and linking concepts to analyze a problem, and learning how to argue (Kuhn & Crowell, 2011; Noroozi, Weinberger, Biemans, Mulder & Chizari, 2012).

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