Children as computer users: the case of collaborative learning

Crook, Charles

doi:10.1016/s0360-1315(97)00067-5

Cited by 136 publications

(105 citation statements)

References 33 publications

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“…One of the findings was that the explainers' problem-solving performance benefits from giving elaborated explanation and not from giving non-elaborated help. This stream of work analyzes group work in terms of speech act catalogues and interprets these in terms of impact on individual psychological functioning (Crook 1998;Dillenbourg et al 1996). The focus on individual performance is logical because one is interested in individual development (Barron 2000).…”

Section: Shared Mental Modelsmentioning

confidence: 99%

“…Research in learning sciences refer to the concepts of common ground and knowledge convergence, while the concept of shared mental models is proposed by organizational sciences (e.g., Klimoski and Mohammed 1994). These concepts reflect the need to study group learning as truly collaborative (Crook 1998;Akkerman et al 2007); an individual approach would not fully grasp the phenomenon of group-work and group-learning (Thompson and Fine 1999;Stahl 2006). In trying to grasp and understand this collaborative effort, research interests focus on the ways groups are creating meaning and are acting upon collectively developed cognition (Thompson 1998).…”

Section: Introductionmentioning

confidence: 99%

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Team learning: building shared mental models

Bossche

Gijselaers²,

Segers³

et al. 2010

Instr Sci

263

218

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To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.

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Section: Shared Mental Modelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Team learning: building shared mental models

Bossche

Gijselaers²,

Segers³

et al. 2010

Instr Sci

263

218

View full text Add to dashboard Cite

show abstract

“…A consequence of this brevity is that conversational data is analyzed without taking into account the historical context of the interaction, which unfolds over time. The implication of such an approach is that the students' learning trajectories becomes less visible in the analysis (Crook, 1998;Rasmussen, 2005).…”

Section: Systemic Approachmentioning

confidence: 99%

“…They designed learning environments and new types of tasks to support these activities to promote more productive interactions in classrooms. It is further suggested that productive interaction needs to be understood not only as sequences of interaction, but as part of a broader context of institutional activities and socio-cultural developments (Crook, 1998;Arnseth & Ludvigsen, 2006). …”

Section: Dialogic Approachmentioning

confidence: 99%

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Ludvigsen

Mørch

2010

International Encyclopedia of Education

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Abstract:Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (co-located and distributed). The chapter surveys key studies, common technologies, and significant events in the field. It presents basic concepts, multiple perspectives, and emerging trends in CSCL. A main distinction is drawn between the systemic and the dialogical approach to research. The former is rooted in the cognitive perspective on learning and the latter the sociocultural perspective on learning and development. Design-based research is prominent in the field and we differentiate pedagogical and technology design as two means to scaffold research, collaboration and learning.

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“…The diagnostic indicators must be related to sets of playing or learning tasks and other curricular activities in school practice, to build instructional lines concerning optimally differentiated and self-regulated playing and learning arrangements for various types of pupils. Internet-based ICT can assist in registering, integrating, evaluating and reporting learning processes across various types of learning situations and organisational levels (Crook, 1998;Clark & Estes, 1999;Blumenfeld et al, 2000;Watkins, 2001;Meijer, 2003;Walsh et al, 2010). Guidelines 2.1-2.5 of Table I therefore require the development and use of specific Internet-based ICT to support and empower guidelines 1.1-1.5.…”

Section: Three Conditional Dimensionsmentioning

confidence: 99%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the pupils in the class. The same may apply to pupil-monitoring systems based on information and communication technology (ICT). This normbased factor undermines the potential of ICT to support the educational differentiation needed for pupils and increases the amount of daily work for teachers. A theoretical framework is sketched in which pedagogical-didactical, organisational and ICT guidelines enhance differentiated, self-regulated playing and learning for each pupil within preschool and primary school. To develop and check such optimal education and ICT conditions in practice, a pilot and a randomised intervention study are carried out in integrated Dutch preschools/primary schools for pupils aged 4-12. Pilot results support the use of a procedure to screen each child's characteristics at the start of preschool by parents and preschool teachers, and also the immediate relevance of criterion-based and norm-based ordering ('double diagnostics') of playing and learning materials. Final attention is given to the intervention study and further development of optimal education in a European research context.

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Children as computer users: the case of collaborative learning

Cited by 136 publications

References 33 publications

Team learning: building shared mental models

Team learning: building shared mental models

Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

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