Collaborative Learning

Linden, Jos van der; Erkens, Gijsbert; Schmidt, Henk G.; Renshaw, Peter

doi:10.1007/0-306-47614-2_3

Cited by 84 publications

(64 citation statements)

References 23 publications

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“…Brown and Campione (1994) suggest that pupils profit most from each other's knowledge and skills when these differ within the group. In a learning community the emphasis is on communal responsibility and involvement (see Van der Linden, Erkens, Schmidt, & Renshaw, 2000). Moreover, a class in the form of a learning community not only presupposes open interaction and shared meanings, it contributes to them.…”

Section: Differences Between Pupilsmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

353

133

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are 'effective' in enhancing critical thinking is reviewed. Characteristics of instruction that are assumed to enhance critical thinking are: paying attention to the development of the epistemological beliefs of students; promoting active learning; a problem-based curriculum; stimulating interaction between students; and learning on the basis of real-life situations. Research has failed to prove the effectiveness of programs especially devised to improve critical thinking (higher-order) skills. In the second part of this article, the various proposals for instructional formats for critical thinking are discussed from a social constructivist point of view. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member. If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question.

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Section: Differences Between Pupilsmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

353

133

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“…According to this learning principle learning increases when students share common goals, are dependent on and accountable to each other (Johnson et al 2007; Van der Linden et al 2000). The factors that affect the effectiveness of different types of collaborative learning environments have been studied extensively over the years.…”

Section: Introductionmentioning

confidence: 99%

The relationship between students’ small group activities, time spent on self-study, and achievement

et al. 2012

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The purpose of this study was to investigate the relationship between the contributions students make to the problem-based tutorial group process as observed by their peers, self-study time and achievement. To that end, the Maastricht Peer Activity Rating Scale was administered to students participating in Problem-Based Learning tutorial groups. With this rating scale students had to rate the constructive, collaborative and motivational activities of their peers within the tutorial group. In addition, time spent on self-study was measured with a self-estimation method and achievement was measured with a unit test and a group assignment. A causal model of these variables was developed, in which the three types of activities were assumed to affect time spent on self-study, which would in turn affect unit test scores and group assignment scores. A structural equation modeling analysis indicated acceptable model fit. Especially apparent was the evidence for the causal relations between a student's constructive activities and his/her unit test score and between a student's collaborative activities and the group assignment score. On the other hand, time spent on self-study was not affected by the students' contributions, nor did it have an effect on the unit test score. These results suggest that there are indeed causal relations between a student's contributions to the tutorial group process and achievement.

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“…Open dialogue is characteristic of such a (imaginary) classroom. Besides diversity in knowledge and skills, however, more factors are important for creating an effective collaborative learning environment which concern the composition of the group (see Van der Linden et al, 2000). The participants should seek after a common goal, to which everyone (would like to) contribute(s).…”

Section: Collaborative Learningmentioning

confidence: 99%

“…Now they start to apply things that they learned last year, but at the time they didn't want to participate … thought they couldn't do it, and the teacher was busy helping the girls all the time. 'More and more educational theories emphasise that learning is not an individual but a social process, and that explicitly making use of the social dimension of learning processes, for instance by introducing group work, fosters learning (Van der Linden, Erkens, Schmidt & Renshaw, 2000). In the learning situations sketched above, plenty of social processes are going on: intended and unintended processes, processes that foster learning and processes that hamper learning.…”

mentioning

confidence: 99%

“…Building on such research findings, various interventions aimed at improving the quality of the participation of low achieving students in group interaction have been developed and empirically tested. Examples concern types of tasks, composition of the group, the goal that is commonly agreed upon, complementarity of expertise (in tasks and roles), and co-operative climate in schools (see Van der Linden, Erkens, Schmidt & Renshaw, 2000, for an overview). Notwithstanding the difficulties that must be tackled, there seems to be a consensus that heterogeneous ability groups are favourable to learning.…”

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confidence: 99%

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Making Sense Through Participation

2004

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Abstract. In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural theory (Vygotsky, Lave & Wenger), however, understands 'social' not only in terms of knowledge/meaning being constructed in interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools. Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differences in the cultural practices that underpin learning influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the school.. INTRODUCTIONStudents have been working in groups on an assignment in a technology lesson. They were supposed to make a bridge construction. Afterwards the fourteen year old students comment on the process:Rose: 'Well, the group that did best, were really clever at it. They had chosen their materials really well, their bridge could carry 36 kilos, and that's quite a lot. They did have two girls in that group but they didn't do as much as the boys. The boys were much quicker in seeing what to do. They did it just like that, don't ask me how, but their bridge could really carry a lot, quite smart of them, actually. I couldn't do it.'Dennis: 'The girls weren't interested at all when we started, but now some are beginning to get interested. They like it when you help them. There are things that they don't know, that you have to explain to them. But the simple things, when they realise that it can be fun, then they find it nice. They are rummaging a bit together, and when it all works more or less, they find it fun. Now they start to apply things that they learned last year, but at the time they didn't want to participate … thought they couldn't do it, and the teacher was busy helping the girls all the time.'More and more educational theories emphasise that learning is not an individual but a social process, and that explicitly making use of the social dimension of learning processes, for instance by introducing group work, fosters learning (Van der Linden, Erkens, Schmidt & Renshaw, 2000). In the learning situations sketched above, plenty of social processes are going on: intended and unintended processes, processes that foster learning and pro...

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Collaborative Learning

Cited by 84 publications

References 23 publications

Critical thinking as a citizenship competence: teaching strategies

Critical thinking as a citizenship competence: teaching strategies

The relationship between students’ small group activities, time spent on self-study, and achievement

Making Sense Through Participation

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