ICCAI 95 article


For several years, scholars have attempted to measure and understand the effects of collaborative learning. This contribution reviews the empirical work concerning the conditions under which collaborative learning is efficient. We also review the mechanisms that have been proposed to explain the cognitive effects of collaboration. We stress the fact that these findings have been obtained in situations where two or more individuals have to solve a problem together. It would be an over-generalisation to expect similar results by the simple the use of recent Internet-information and communication tools, e.g. for activities where students simply have to talk to each other, without the pressure of reaching a common goal and maintaining some agreement or at least some mutual understanding.

ICCAI 95 article - 08 FEB 95

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