The evolution of research on collaborative learning

[Dillenbourg et al.1996] Dillenbourg, P., Baker, M., Blaye, A., and O’Malley, C. (1996). The evolution of research on collaborative learning. In Spada, E. and Reiman, P., editors, Learning in Humans and Machine: Towards an interdisciplinary learning science, pages 189–211. Elsevier, Oxford.
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The goal of this paper is to show the current trend of research on CSCL, showing that while recent studies tend to focus on the group as a unit of analysis, more recent studies showed that it is not possible to measure the effectiveness of group interaction per se. More micro theories are needed to highlight how a group works in a specific context (“microgenetic features of the interaction”). In this context, we need more tools for observing these micro interactions and the computer can be seen as providing particular support in this regard. We can consider the computer as a mediator in the interaction process. On the other hand having a very fine observation is of no use if this doesn’t connect with analysis tools, able to give meaning to what we have observed. Therefore, we need sophisticated collaboration models, which can highlight how and where negotiation takes place. Particularly, it is interesting to notice the emergence of a negotiation of meanings, that is something “to be jointly constructed throughout the interaction by both speakers”. One of the criteria suggested to decide wether grounding happened is when: “the contributor and the partners mutually believe that the partners have understood what the contributor meant to a criterion sufficient for current purposes”.

Another interesting citation point is that individual masters new approaches while interacting with others coordinating his/her approaches to reality.