Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3541
Title: Collaborating to Learn, Learning to Collaborate: Finding the Balance in a Cross-disciplinary Design Course
Authors: Mercier, Emma
Goldman, Shelley
Booker, Angela
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Mercier, E., Goldman, S., & Booker, A. (2006). Collaborating to Learn, Learning to Collaborate: Finding the Balance in a Cross-disciplinary Design Course. 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 1 (pp. 467-473). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: We report on a four-year study of a cross-disciplinary design course. Using an action- research model, we have designed and studied this course. In this paper we report on our study of the students' collaborations. We have found that, although students come to the class believing that they know how to collaborate, there is great variation in their collaborative experiences and outcomes. We outline four dimensions of collaboration that differentiate high and low performing groups, where performances is determined by project quality and student learning. These dimensions, `teamness', communication, creation of a joint problem space and commitment to learning, have been defined through analysis of the ten groups of students who have taken this course. In this paper we use case studies to illustrate how these dimensions have differentially affected two groups who took the course. Finally, we describe our interventions and the parallels between this study and other research.
URI: https://doi.dx.org/10.22318/icls2006.467
https://repository.isls.org//handle/1/3541
Appears in Collections:ICLS 2006

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