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Exploring multilayered collaboration designs.

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Title: Exploring multilayered collaboration designs.
Authors: Law, Nancy1 (AUTHOR), Järvelä, Sanna2 (AUTHOR), Rosé, Carolyn3 (AUTHOR) cp3a@andrew.cmu.edu
Source: International Journal of Computer-Supported Collaborative Learning. Mar2021, Vol. 16 Issue 1, p1-5. 5p.
Subject Terms: *Teacher development, *Educational psychology, *Computers in education, Affective computing
Abstract: For example, the differences in terms of pedagogical and research design between the Chen et al. and Zhang et al. papers highlight several important issues that warrant further exploration from theoretical and implementation perspectives. One layer in collaboration design focuses on the interlacing of collaborative learning interactions involving social units at different granularities, such as individual, intra-group, inter-group, and whole class interactions. Both Chen et al.'s and Zhang et al.'s papers show an interest in the layering of collaborative interactions involving intra-group and inter-group interactions. It is widely recognized that collaborative learning, particularly when organized around authentic inquiry problems, has many pedagogical benefits, including fostering deep learning, knowledge building and the development of twenty-first century skills such as collaboration, communication, creativity, and critical thinking. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring multilayered collaboration designs.
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  Data: <searchLink fieldCode="AR" term="%22Law%2C+Nancy%22">Law, Nancy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Järvelä%2C+Sanna%22">Järvelä, Sanna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rosé%2C+Carolyn%22">Rosé, Carolyn</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> cp3a@andrew.cmu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Mar2021, Vol. 16 Issue 1, p1-5. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+computing%22">Affective computing</searchLink>
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  Data: For example, the differences in terms of pedagogical and research design between the Chen et al. and Zhang et al. papers highlight several important issues that warrant further exploration from theoretical and implementation perspectives. One layer in collaboration design focuses on the interlacing of collaborative learning interactions involving social units at different granularities, such as individual, intra-group, inter-group, and whole class interactions. Both Chen et al.'s and Zhang et al.'s papers show an interest in the layering of collaborative interactions involving intra-group and inter-group interactions. It is widely recognized that collaborative learning, particularly when organized around authentic inquiry problems, has many pedagogical benefits, including fostering deep learning, knowledge building and the development of twenty-first century skills such as collaboration, communication, creativity, and critical thinking. [Extracted from the article]
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-021-09342-w
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      – SubjectFull: Computers in education
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              Text: Mar2021
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