Literaturnachweis - Detailanzeige
Autor/in | Roselli, Nestor D. |
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Titel | Collaborative Learning: Theoretical Foundations and Applicable Strategies to University |
Quelle | In: Journal of Educational Psychology - Propositos y Representaciones, 4 (2016) 1, S.251-280 (30 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2307-7999 |
Schlagwörter | Cooperative Learning; Social Cognition; Dialogs (Language); Collaborative Writing; Benchmarking; Educational Strategies; Higher Education; Teaching Methods; Learning Theories; Brainstorming; Comparative Analysis; Research Papers (Students); Reading Comprehension; Group Discussion; Decision Making; Bibliographies; Writing Strategies; College Students Kooperatives Lernen; Soziale Kognition; Dialog; Dialogs; Dialogue; Dialogues; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Leseverstehen; Gruppendiskussion; Decision-making; Entscheidungsfindung; Schreibtechnik; Collegestudent |
Abstract | Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed. (As Provided). |
Anmerkungen | Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |