Abstract
The research presented in this chapter is aimed at academic students in social sciences who have to deal with complex, ill-defined and not easily accessible knowledge, as well as with open-ended problems. To obtain insight and understanding in complex concepts or to solve open-ended problems, collaborative learning situations can be organised in which students are able to articulate and negotiate information, not only in relationship to fixed facts and figures but also to personal beliefs and values. Many studies have shown positive effects of collaborative learning in relation to factors such as group composition, task characteristics, forms of guidance and communication modes (Slavin, 1980; Johnson & Johnson, 1993, Webb & Palinscar, 1996; Erkens, 1997; Van Boxtel, 2000).
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Veerman, A.L. (2003). Constructive Discussions through Electronic Dialogue. In: Andriessen, J., Baker, M., Suthers, D. (eds) Arguing to Learn. Computer-Supported Collaborative Learning, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0781-7_5
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DOI: https://doi.org/10.1007/978-94-017-0781-7_5
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