協(xié)作學(xué)習(xí)的好處

1、教育信息技術(shù)學(xué)院2000級(jí)周強(qiáng)（002814232）協(xié)作學(xué)習(xí)的好處BENEFITS OF COLLABORATIVE LEARNINGThere is a substantial body of empirical evidence demonstrating the positive effects of social interaction for individual learning (e.g. Light et al, 1994; Teasley & Roschelle, 1993). Teasley and Roschelle (1993) have defined collabo

2、ration as involving engagement of participants in a coordinated effort to solve the problem together. Collaboration has been analyzed as a desire to construct shared meaning about the world through interaction with others, and to produce the joint commitment to shared goals as well as to shared diag

3、nosing and monitoring of activities. This negotiation of common goals is a part of constructing common grounds. During the negotiation of goals, subjects do not only develop shared goals but they also become mutually aware of their shared goals. However, it is too often assumed that collaborative le

4、arning would be one learning mechanism. Dillenbourg (1998) has stated that individuals do not learn because they are individuals, but because they perform some activities that trigger some learning mechanisms. And in the case of collaborative learning, subjects generate some extra activities (explan

5、ation, mutual regulation etc.) which trigger extra learning mechanisms (knowledge elicitation, reduced cognitive load etc.). Therefore, instead of using the general concept of collaborative learning, we should move towards using more specific concepts describing the particular activities that learne

6、rs are performing. There is a clear distinction between collaborative and cooperative work although they are often used as synonyms. By vertical cooperation we usually mean splitting up the work, solving sub-tasks individually and combining the final results into the final product. However, also dur

7、ing collaborative learning, there might occur cooperation which is called horizontal cooperation. Horizontal division of labour is often spontaneous, and it might occur when two people really work together; one partner takes in charge e.g. lower level aspects of the task while the other partner focu

8、ses on strategic aspects (Miyake, 1986). Furthermore, horizontal division of labour can reduce the cognitive load, in other words the amount of processing performed by each individual. Collaborating partners can, for example, divide the labour between task-level and strategy-level tasks. Therefore,

9、it can be assumed that this is why regulating one partners processes is easier than self-regulation, and why group members improve their regulatory skills. The main benefits of collaborative learning are assumed to be of twofold. First, collaborative working helps students to discover, construct and

10、 become aware of their own thinking process. Second, this is due to sharing of critical thinking methods that can illustrate students the divergent ways that people can find solutions. For example, elaborating on other peoples statements as well as explaining concepts and procedures to oneself and t

11、o others has a strong mediating effect on learning. Collaborative learning situations also seem to provide a natural setting for self-explanation and explaining to others as well as other forms of knowledge articulation which have shown to demonstrate positive effects for learning. Collaborative cog

12、nitions are also assumed to promote the use of abstract representations among collaborators more efficiently than individual working on the same problem (e.g., Scwartz, 1995). The natural explanation for this is that the collaborative task is putting demands for creating a common ground. This means

13、that in a collaborative learning situations, the collaborators negotiate a common representation that serves as a touchstone for coordinating different perspectives on the same problem. Since the representation bridges multiple perspectives of the problem structure and situation, it tends to be in a

14、 more abstract level than the representations formed from a single viewpoint. There are suggestions that negotiation of meaning enables the collaborators to establish a mutual frame of reference for enhancing reciprocity (Nystrand, 1986). Towards networked learning environments The modes of interact

15、ion in technology-based learning environments will also be rechallenged by the possibilities to utilize the globally networked contexts of information retrieval and the new tools for collaboration between different kind of situational cultures. One of the potentials of networked learning environment

16、s is the opportunity to use tools for joint database exploration, sharing workspaces and supporting reflective communication which enable indivuals to share cognitive load with other individuals or in some cases with intelligent technology. Also research on collaborative problem solving (Littleton,

17、& H?kkinen, in press; Teasley & Roschelle, 1993) has gained increasing attention in the recent studies on computer-supported collaborative learningThe question arises how technologies can be harnessed to support productive learning processes from the learning viewpoint? How to design learning enviro

18、nments that support collaborative knowledge construction and include socially distributed cognitive resources (Salomon, 1993)? How do students function in such an environment? What kind of support do they need?合作通常利用來(lái)促進(jìn)共同問(wèn)題中,在合作中比單獨(dú)工作更加有效,對(duì)比自然的解釋是合作目標(biāo)地創(chuàng)造一個(gè)共同的需要.勞動(dòng)力水平成份這種通常是自發(fā)的,當(dāng)兩個(gè)人真得在一起工作的時(shí)候就會(huì)出現(xiàn)一個(gè)合作

19、者負(fù)責(zé)任務(wù)之一些低水平階段方面,另一個(gè)主要強(qiáng)調(diào)策略上的方面,更深一步勞動(dòng)力水平劃分可以減少認(rèn)識(shí)性的負(fù)擔(dān),換句話來(lái)說(shuō),每個(gè)分工合作者的量,比方說(shuō),把勞動(dòng)者在目標(biāo)水平和戰(zhàn)略水平分析,所以可以猜想出一個(gè)合作者的有規(guī)律的過(guò)程比自我解釋要容易的多,這就是為何集團(tuán)成員提高了他們的協(xié)調(diào)能力.舉例來(lái)說(shuō):推敲人們的陳述和解釋的步驟以及別人解釋,解釋概念以及程序讓別人對(duì)學(xué)習(xí)有一種有關(guān)的影響,共同學(xué)習(xí)也似乎提供了當(dāng)自我解釋和說(shuō)明的一種自然處置,演示對(duì)證明一些肯定的論點(diǎn).這意味著在協(xié)作學(xué)習(xí)中,合作者協(xié)商一個(gè)共同的描述在同一個(gè)問(wèn)題上會(huì)有一個(gè)準(zhǔn)則來(lái)調(diào)節(jié)不同的想法和觀點(diǎn),因?yàn)閱?wèn)題結(jié)構(gòu)和形式有不同的復(fù)雜多樣的想法.傾向于比從一單個(gè)的看法更理想.假如共同學(xué)習(xí)將會(huì)產(chǎn)生一些額外的行為(解釋共同規(guī)則等),引起一些額外的學(xué)習(xí)技巧(知識(shí)啟發(fā),減少一些負(fù)擔(dān)).