These expressions have been used to designate a learning situation in which learners attempt to learn together. It is opposed to an individualistic approach to learning and is rather focused on the socio-cognitive conditions for learners to reach a shared definition of the learning situation (shared goals for example). It includes face-to-face interactions or teacher-students’ interactions in classrooms and also computer-mediated interactions (forum, chat rooms, etc.). Collaborative learning can include collaborating writing, joint problem solving, collaborative creative work, debates, study teams, etc.
Published in Chapter:
Collaborative Design in School: Conflicts, Contradictions, Agreements, and Disagreements to Learn
Valérie Tartas (Université of Toulouse Jean Jaurès, France) and Marcelo Giglio (HEP Bejune, Switzerland & University of Neuchâtel, Switzerland)
Copyright: © 2016
|Pages: 19
DOI: 10.4018/978-1-4666-9634-1.ch020
Abstract
This chapter presents a literature review on collaboration to learn with some illustrations to design adequate collaborative settings to promote learning in the classroom. From a socio-cultural approach of education, the authors present the way teacher and students participate together in several discursive activities to elaborate a shared understanding of the topic or task under study. This chapter offers two collaborative designs: an argumentative tool-based collaboration in astronomy and a creative collaboration in music education. Some examples are proposed in order to identify different conflicts, contradictions, agreements and disagreements between students to solve a problem, complete a task or create a product in collaboration.