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Introduction

Perspectives on Collaboration Scripts
  • Frank Fischer
  • Ingo Kollar
  • Jörg M. Haake
  • Heinz Mandl
Part of the Computer-Supported Collaborative Learning book series (CULS, volume 6)

Abstract

Collaborative learning is widely regarded as an effective instructional approach. It has been shown that by having learners collaborate with peers, they may come to externalize their knowledge, monitor each others’ learning, and jointly negotiate meaning. These activities may trigger significant individual cognitive processes that ultimately lead to individual knowledge construction (see Webb & Palincsar, 1996). On a theoretical level, the benefits of collaborative learning are often described in Piagetian and Vygotskyan terms: in collaborative learning, it is argued, that “socio-cognitive conflicts” (Doise & Mugny, 1984) may arise. When learners then try to resolve these conflicts, individual learning is stimulated. In addition, researchers claim that collaborators can provide one another with a “zone of proximal development” (Vygotsky, 1978). This is achieved by mutually scaffolding their activity such that they can perform slightly above their current level of competence.

Keywords

Collaborative Learning Computer Support Collaborative Learn Collaboration Script Online Counseling CSCL Script 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Frank Fischer
    • 1
  • Ingo Kollar
    • 1
  • Jörg M. Haake
    • 2
  • Heinz Mandl
    • 3
  1. 1.Knowledge Media Research CenterTübingen
  2. 2.FernUniversitätHagen
  3. 3.Ludwig-Maximilians-UniversitätMunich

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