Collaborative learning

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis. Thus, collaborative learning is commonly illus

About this result

This page is automatically generated and may contain information that is not correct, complete, up-to-date, or relevant to your search query. The same applies to every other page on this website. Please make sure to verify the information with EPFL's official sources.

Related publications (72)

Related publications

Related people (17)

Related people

Related units (10)

Related units

Related concepts (5)

Related concepts

Related courses (4)

Related courses

Related lectures (4)

Related lectures

Grounding is not Shared Understanding: Distinguishing Grounding at an Utterance and Knowledge Level

Mauro Cherubini, Jakko Van der Pol

This paper argues that for the study and facilitation of collaborative learning, existing theories of grounding such as that of Clark and Shaefer [5] cannot be applied without adjustments. When comparing collaborative learning and conversation, four dimensions can be identified where grounding at a knowledge level differs from the grounding at an utterance level. Firstly, the indirect access and the existence of a range of manifest meanings, poses the need for a notion of groundedness'. Secondly, we propose providing evidence in co-referenced actions' to be an important process as well as an additional marker to assess grounding. Thirdly, instead of simply repairing misunderstandings after they arise,

perspective taking' becomes a more prominent mechanism. Fourthly, effort into grounding is turned from needing to be minimised, into needing to be

optimised'.

2005

Temporal Pathways to Learning: How Learning Emerges in an Open-ended Collaborative Activity

Mortadha Abderrahim, Pierre Dillenbourg, Aditi Kothiyal, Jauwairia Nasir

The learning process depends on the nature of the learning environment, particularly in the case of open-ended learning environments, where the learning process is considered to be non-linear. In this paper, we report on the findings of employing a multimodal Hidden Markov Model (HMM) based methodology to investigate the temporal learning processes of two types of learners that have learning gains and a type that does not have learning gains in an open-ended collaborative learning activity. Considering log data, speech behavior, affective states and gaze patterns, we find that all learners start from a similar state of non-productivity, but once out of it they are unlikely to fall back into that state, especially in the case of the learners that have learning gains. Those who have learning gains shift between two problem solving strategies, each characterized by both exploratory and reflective actions, as well as demonstrate speech and gaze patterns associated with these strategies, that differ from those who don't have learning gains. Further, the teams that have learning gains also differ between themselves in the manner in which they employ the problem solving strategies over the interaction, as well as in the manner they express negative emotions while exhibiting a particular strategy. These outcomes contribute to understanding the multiple pathways of learning in an open-ended collaborative learning environment, and provide actionable insights for designing effective interventions.

2022

Is There ‘ONE way’ of Learning? A Data-driven Approach

Barbara Bruno, Pierre Dillenbourg, Jauwairia Nasir

Intelligent Tutoring Systems (ITS) are required to intervene in a learning activity while it is unfolding, to support the learner. To do so, they often rely on performance of a learner, as an approximation for engagement in the learning process. However, in learning tasks that are exploratory by design, such as constructivist learning activities, performance in the task can be misleading and may not always hint at an en- gagement that is conducive to learning. Using the data from a robot mediated collaborative learning task in an out-of-lab setting, tested with around 70 children, we show that data- driven clustering approaches, applied on behavioral features including interaction with the activity, speech, emotional and gaze patterns, not only are capable of discriminating between high and low learners, but can do so better than classical approaches that rely on performance alone. First experiments reveal the existence of at least two distinct multi- modal behavioral patterns that are indicative of high learning in constructivist, collaborative activities.

2020

Educational psychology

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows resea

Organizational learning

Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is

Education

Education is the transmission of knowledge, skills, and character traits. There are many debates about its precise definition, for example, about which aims it tries to achieve. A further issue is whe

CS-411: Digital education

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies on this topic: do student actually learn due to technologies?

ENG-629: Lecturing and Presenting in Engineering

Informed by contemporary research on teaching engineering, participants design and deliver lessons for specific audiences. This course is relevant for teaching assistants and those who intend to make teaching science or engineering part of their career, in a formal or informal way.

LEARN-600: Theoretical Foundations of Learning Sciences 1

How do people learn and how can we support learning? This is part 1 of a two-part course that provides an overview of major theoretical perspectives that attempt to describe how learning works, and serves as an introduction to interpreting education as a means of designing learning environments.