Abstract

In this article, the authors address the distribution of cognition in small virtual group learning. In particular, they examine how the distribution of cognition is manifested in the context of student-student interaction and how it can be studied in a virtual learning environment. For this reason, they define a conceptual framework of collaborative learning situations for modelling and understanding how learning evolves and how knowledge is constructed among students that cooperate on a task. One important issue to consider is the types and levels of interaction and knowledge, which is manifested, in a collaborative learning situation. Their approach aims at identifying the various types of interaction produced and examining how an interaction type is related to the learning that results from it. This framework allows us to study how distribution of cognition is transformed and becomes common to all group members.

Citation

Daradoumis, T. & Marquès, J.M. (2002). Distributed Cognition in the Context of Virtual Collaborative Learning. Journal of Interactive Learning Research, 13(1), 135-148. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 1, 2021 from https://www.learntechlib.org/primary/p/10784/.

© 2002 Association for the Advancement of Computing in Education (AACE)

Keywords

• Cognition
• Collaboration
• Interaction
• student interaction
• Students
• Virtual Environments