Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

Autor/in	Roselli, Nestor D.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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