Collaborative learning has become an increasingly important part of
education, but the research supporting it is distributed across a
wide variety of fields including social, cognitive, developmental,
and educational psychology, instructional design, the learning
sciences, educational technology, socio-cultural studies, and
computer-supported collaborative learning. The goal of this book is
to integrate theory and research across these diverse fields of
study and, thereby, to forward our understanding of collaborative
learning and its instructional applications. The book is structured
into the following 4 sections: 1) Theoretical Foundations 2)
Research Methodologies 3) Instructional Approaches and Issues and
4) Technology. Key features include the following: Comprehensive
and Global - This is the first book to provide a comprehensive
review of the widely scattered research on collaborative learning
including the contributions of many international authors. Cross
disciplinary - The field of collaborative learning is highly
interdisciplinary drawing scholars from psychology, computer
science, mathematics education, science education, and educational
technology. Within psychology, the book brings together
perspectives from cognitive, social, and developmental psychology
as well as from the cross-disciplinary field of the learning
sciences. Chapter Structure - To ensure consistency across the
book, authors have organized their chapters around integrative
themes and issues. Each chapter author summarizes the accumulated
literature related to their chapter topic and identifies the
strengths and weaknesses of the supporting evidence. Strong
Methodology - Each chapter within the extensive methodology section
describes a specific methodology, its underlying assumptions, and
provide examples of its application. This book is appropriate for
researchers and graduate level instructors in educational
psychology, learning sciences, cognitive psychology, social
psychology, computer science, educational technology, teacher
education and the academic libraries serving them. It is also
appropriate as a graduate level textbook in collaborative learning,
computer-supported collaborative learning, cognition and
instruction, educational technology, and learning sciences.
General
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