Rethinking collaborative learning

Front Cover
Richard Joiner
Free Association Books Limited, 2000 - Education - 266 pages
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In recent years new translations and interpretations of the work of Vygotsky have generated considerable research activity by developmental paychologists and educational researchers on the relationship between the social and cognitive dimensions of learning. Collaborative Learning aims to bring together, for the fiirst time in a single volume, up-to-date and comprehensive research on collaborative learning and learning to collaborate from leading international workers in the field. The contributions converge around the questions of when and how peer interaction can facilitate understanding and learning, how we conceptualise the nature and quality of collaborative activity, how productive collaborative activity can be supported, and how children learn to collaborate. The authors critically examine the ways in which psychologists and educational researchers conceptualise the nature and quality of collaborative activity and examine the different contexts in which such activity is studied.

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Contents

An Underlying Skills Approach
3
Is Collaborative Learning Influenced by Childrens
19
Peer Interaction and the Effect of Task Presentation on
37
Collaborating with a Friend
65
Coordinating Support for Conceptual and Procedural
81
The Role of Adult Guidance and Peer Collaboration
101
Applying a Dialogical Model of Reason in the Classroom
119
Gender Identities and the Process of Negotiation in Social
139
Motivation and the Ecology of Collaborative Learning
161
Opportunities
179
CMC as a Support for Collaborative Learning
199
Collaborating and Learning in a Project of Regional
229
An Overview
248
Index
259
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About the author (2000)

Joiner, is a Research Fellow in the School of Education at the Open University

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