Group Cognition in Computer-Assisted Collaborative Learning
ARTICLE
Gerry Stahl
Journal of Computer Assisted Learning Volume 21, Number 2, ISSN 1365-2729 Publisher: Wiley
Abstract
Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning. Socio-cultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well as individuals. Various positions on this issue have been proposed and a number of theoretical perspectives have been recommended. In particular, the concept of common ground has been developed to explain how meanings and understandings can be shared by multiple individuals. This paper takes a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice.
Citation
Stahl, G. (2005). Group Cognition in Computer-Assisted Collaborative Learning. Journal of Computer Assisted Learning, 21(2), 79-90. Wiley. Retrieved July 23, 2019 from https://www.learntechlib.org/p/98617/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Proposing an integrated research framework for connectivism: Utilising theoretical synergies
Bopelo Boitshwarelo, University of Botswana
The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 161–179
-
Web-based Instruction for Adult Learners: Constructivist and Connectivist Theories
Mabel CPO Okojie, Mississippi State University, United States; Tinukwa C. Boulder, Gannon University, United States; Wei-Chieh Yu, Mississippi State University, Taiwan
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 879–885
-
Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study
Lisa Skultety, Gloriana Gonzalez & Gabriela Vargas, University of Illinois at Urbana-Champaign, United States
Journal of Technology and Teacher Education Vol. 25, No. 2 (April 2017) pp. 185–213
-
Design Guidelines for Mobile Collaborative Learning
Jeongmin LEE & Boram Cho, Ewha womans university, Korea (South); Yeonji Jung, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 627–634
-
Learning in an online distance education course: Experiences of three international students
Zuochen Zhang, University of Windsor; Richard Kenny, Athabasca University
The International Review of Research in Open and Distributed Learning Vol. 11, No. 1 (Mar 05, 2010) pp. 17–36
-
On Initiating Maintaining and Growing an Affinity Based Student Led Research and Design Group
Chung-Kai Huang, Yu-Hui Chen, Justin Olmanson, Woon Hee Sung & Yun Soon Kim, University of Texas at Austin, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3747–3752
-
Managing Technological Constraints and Educational Aspiration in a Multicultural Elearning Environment Design
Laïla Oubenaïssa-Giardina, CIRTA-Centre Interuniversitaire de Recherche sur le Téléapprentissage, Montreal, Canada; Madhumita Bhattacharya, Massey University, New Zealand
Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 135–144
-
Analyzing Mediated-Action with Activity Theory in a Digital Learning Community
Hyungshin Choi, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning 2006 (June 2006) pp. 1178–1185
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
