User:Lucy Tengeye: Difference between revisions
Lucy Tengeye (talk | contribs) No edit summary |
No edit summary |
||
| (3 intermediate revisions by the same user not shown) | |||
| Line 29: | Line 29: | ||
By having multiple working memories working together on the same task, the effective capacity of the multiple working memories may be increased due to a collective working memory effect.<ref>Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Computer Support for Collaborative Learning (CSCL ’01) (pp. 199–208). Mahwah: Erlbaum.</ref> Collaborative learning aims to facilitate that procedure by increasing our ability to collectively process novel information <ref>Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi. org/10.1007/s11412-006-9660-y.</ref>. | By having multiple working memories working together on the same task, the effective capacity of the multiple working memories may be increased due to a collective working memory effect.<ref>Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Computer Support for Collaborative Learning (CSCL ’01) (pp. 199–208). Mahwah: Erlbaum.</ref> Collaborative learning aims to facilitate that procedure by increasing our ability to collectively process novel information <ref>Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi. org/10.1007/s11412-006-9660-y.</ref>. | ||
<references /> | <references /> | ||
[[Lucy Module 4 Assignment]] | |||
Latest revision as of 18:01, 14 May 2022
Category
Education and Instruction
Sub-category
Pedagogic strategies
Pages in category
Collaborative Learning
Definition of Collaborative Learning
Collaborative Learning occurs when two or more students actively contribute to the attainment of a mutual learning goal and try to share the effort required to reach this goal, either face-to- face or supported by a computer.[1]
Aims of Collaborative Learning
Collaborative Learning aims to facilitate that procedure by increasing our ability to collectively process novel information.[2]
Impact of Collaborative Learning
Collaborative Learning results in group members trying to successfully perform a certain learning task or solve a specific problem together, in the long run, as an instructional method, it is very important that all members of the group develop effective experience working together (i.e., domain-generalised group knowledge, [3] that facilitates every member in acquiring domain-specific knowledge from this combined effort. The use of Collaborative Learning has implications for extraneous cognitive load.
How does Collaborative Learning Work?
Collaborative Learning makes use of the borrowing and re-organizing principle and is one of the justifications for hypothesizing that collaboration can be effective for learning. During collaborative learning, some information comes from collaborators rather than other sources and that information is likely to become available exactly when it is needed resulting in a decreased load and increased learning.[4].
Collective Working Memory
By having multiple working memories working together on the same task, the effective capacity of the multiple working memories may be increased due to a collective working memory effect.[5] Collaborative learning aims to facilitate that procedure by increasing our ability to collectively process novel information [6].
- ↑ Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie (Ed.), Computers as cognitive tools: Technology in education (pp. 229–258). Hillsdale: Lawrence Erlbaum Associates, Inc..
- ↑ Kirschner, F., Paas, F., & Kirschner, P. A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42. https://doi.org/10.1007/s10648-008-9095-2.
- ↑ Kalyuga, S. (2013). Enhancing transfer by learning generalized domain knowledge structures. European Journal of Psychology of Education, 28(4), 1477–1493. https://doi.org/10.1007/s10212-013-0176-3.
- ↑ Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups - Designing for CSCL Intern. J. Comput.-Support. Collab. Learn 231 regulation tools. Educational Technology Research & Development, 63, 125–142. https://doi.org/10.1007/s11423-014-9358-1.
- ↑ Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Computer Support for Collaborative Learning (CSCL ’01) (pp. 199–208). Mahwah: Erlbaum.
- ↑ Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1, 315–337. https://doi. org/10.1007/s11412-006-9660-y.