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Social Development Theory, Social Identity Theory and Computer Supported Collaborative Learning: An Examination of Peer Group Influences, Factors and Behaviors
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, University of North Texas - Learning Technologies, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this article is to examine the implications and applications for Vygotsky's Social Development Theory (1978) and Tajfel & Turner’s Social Identity Theory (1979) to understand the influences in the social contexts of computer supported collaborative learning. A brief analysis of current research includes group composition influences and peer relationships; collaboration with and without technology and finally an exploration of factors such as gender, race, age and achievement levels which might influence social interactions, attitudes and behaviors within computer supported collaborative learning activities. A series of questions deserving further attention and research have been identified.

Citation

Lamb, H. (2015). Social Development Theory, Social Identity Theory and Computer Supported Collaborative Learning: An Examination of Peer Group Influences, Factors and Behaviors. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 108-113). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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