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Title: Analyzing Collaborative Learning: Multiple Approaches to Understanding Processes and Outcomes
Authors: Hmelo-Silver, Cindy E.
Chernobilsky, Ellina
Mastov, Olga
Chinn, Clark
O’Donnell, Angela
Erkens, Gijsbert
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Hmelo-Silver, C. E., Chernobilsky, E., Mastov, O., Chinn, C., O’Donnell, A., & Erkens, G. (2006). Analyzing Collaborative Learning: Multiple Approaches to Understanding Processes and Outcomes. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 1059-1065). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: It is important to consider collaborative processes from multiple perspectives because collaborative learning environments are complex, often requiring multiple methodological approaches to understand their different aspects (Hmelo-Silver, 2003). Collaborative learning is the subject of study in a wide variety of disciplines such as developmental psychology (e.g., socio- cognitive conflict), social psychology (person perception, motivation, group processes), sociology (status, power and authority), cognitive psychology (how learning occurs, learning outcomes) and sociocultural perspectives (cultural influence on interaction, mediation of learning). These different perspectives suggest that a variety of methodological tools are needed to understand collaborative interactions. Each of the papers in this symposium explores one or more methods for examining the quality of collaborative interactions. The discussion will focus on criteria for good analyses of collaborative work as well as strengths and limitations of various methods.
Appears in Collections:ICLS 2006

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