Abstract
Utilizing an integration of social-cognitivist and socio-cultural approaches, this study – comparing the interactive processes among peers and their mentor in two contrasting groups – was designed to explore the reasons why two learning groups, engaged in an inquiry-based learning project with comparatively sustained discussion, produced vastly differing results. Using discourse threads as the unit of analysis, together with the mentor's perceptions of group facilitation, the findings of this study highlighted the effect of group dynamics upon the mentor's facilitation. Group interaction with explicit and decisive discourse will result in a better understanding for the mentor of the group's zones of proximal development (different ZPDs), and will provide greater opportunity for effective group scaffolding.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Althauser, R. & Matuga, J. (1998). On the pedagogy of electronic instruction. In C.J. Bonk and K.S. King, eds, Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse pp. 183–208. NJ: Lawrence Erlbaum Associates.
Angeli, C. & Cunningham, D.J. (1998). Bubble dialogue: tools for supporting literacy and mind. In C.J. Bonk and K.S. King, eds, Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, pp. 81–102. NJ: Lawrence Erlbaum Associates.
Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Science 9(4): 403–437.
Bonk, Z.J., Hansen, E.J., Grabner-Hagen, M.M., Lazar, S.A. & Mirabelli, C. (1998). Time to “connect”: synchronous and asynchronous case-based dialogue among preservice teachers. In C.J. Bonk and K.S. King, eds, Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, pp. 289–314. NJ: Lawrence Erlbaum Associates.
Bonk, C.J. & King, K.S. (1998). Computer conferencing and collaborative writing tools: starting a dialogue about student dialogue. In C.J. Bonk and K.S. King, eds, Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, pp. 3–24. NJ: Lawrence Erlbaum Associates.
Cetina, K.K. (1999). Epistemic Cultures: How the Sciences make Knowledge. Cambridge, MA: Harvard University Press.
Chi, M.T.H., Siler, S.A., Jeong, H., Yamauchi, T., Hausmann, R.G. (2001). Learning from human tutoring. Cognitive Science 25: 471–533.
Chinn, A.C., O'Donnell, M.A., & Jinks, T.S. (2000). The structure of discourse in collaborative learning. Journal of Experimental Education 69(1): 77–98.
Damon, W. (1984). Peer education: the untapped potential. Journal of Applied Developmental Psychology 5: 331–343.
Gallimore, R. & Tharp, R. (1990). Teaching mind in society: teaching, schooling, and literate discourse. In L.C. Moll, ed, Vygotsky and Education: Instructional Implications of Socio-historical Psychology, pp. 175–205. NY: Cambridge University Press.
Hara, N., Bonk, C.J. & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science 28: 115–152.
Harasim, L.M.(1993). Networlds: networks as a social space. In L.M. Harasim, ed, Global networks, pp. 15–34. Cambridge, MA: MIT Press.
Henri, F. (1992). Computer conferencing and content analysis. In A.R. Kaye, ed, Collaborative Learning through Computer Conferencing. The Najaden Papers, Berlin: Springer-Verlag.
Hofer, B.K. & Pintrich, P.R.(1997). The development of epistemological theories: beliefs about knowledge and knowing and their relationship to learning. Review of Educational Research 67(1): 88–140.
Hung, D.W.L. (1999). Activity, apprenticeship, and epistemological appropriation: implications from the writings of Michael Polanyi. Educational Psychologist 34(4): 193–206.
Knowles, M. (1975). Self-directed Learning. Guide for Learners and Teachers. Toronto, Canada: Prentice Hall.
Nastasi, B.K. & Clements, D.H. (1991). Research on cooperative learning: implications for practice. School Psychology Review 20(1): 110–132.
Neville, A.J. (1999). The problem-based learning tutor: teacher? Facilitator? Evaluator? Medical Teacher 21(4): 393–402.
Piaget, J. (1926). The Language and Thought of the Child. New York: Harcourt, Brace.
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development 15: 1–12.
Polanyi, M. (1964). Personal Knowledge: Towards A Post-critical Philosophy. NY: Harper & Row.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford: Oxford University Press.
Tudge, J.R.H. & Rogoff, B. (1989). Peer influence on cognitive development: Piagetian and Vygotskian perspectives. In M. Bornstein and J. Bruner, Eds, Interaction in Human Development. Hillsdale, NJ: Erlbaum.
Tudge, J.(1990). Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice. In L.C. Moll, ed, Vygotsky and Education: Instructional Implications of Socio-historical Psychology, pp. 155–172. NY: Cambridge University Press.
Tudge, J. (2000). Theory, method, and analysis in research on the relations between peer collaboration and cognitive development. Journal of Experimental Education 69(1), 98–113.
Van Meter, P. & Stevens, R.J. (2000). The role of theory in the study of peer collaboration. Journal of Experimental Education 69(1): 113–128.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press.
Wells, G. (2000). Dialogic inquiry in education: Building on Vygotsky's legacy. In C.D. Lee and P. Smagorinsky, eds, Vygotskian Perspectives on Literacy Research. Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Chen, Fc., Jiang, Hm. Exploration of peer-facilitator dynamics in two contrasting groups. Instructional Science 32, 419–446 (2004). https://doi.org/10.1007/s11251-004-2275-7
Issue Date:
DOI: https://doi.org/10.1007/s11251-004-2275-7