Name
Abstract | ||
|---|---|---|
A positive peer learning collaboration is one where each participant engages with their partner's point of view. The negotiations that result from such engagements are the key to a productive collaborative learning experience. This paper presents a framework for in-class programming exercises done by dyads of students whose activity was mediated by an online learning platform. To maximize the amount of positive collaboration that occurs, it is crucial to consider the design of the interaction. The overall structure of the interaction for the platform described in this paper follows the think pair-share (TPS) paradigm. The focus of the design is on the pair stage, which is where the heart of the collaboration lies. A model is developed of the progress of interaction during this stage, which is used to explain the data collected from a study of dyads of students engaged in problem-solving activities for short periods of time. A microgenetic analysis shows that students actively engage in collaboration through considering, comparing, and negotiating alternate viewpoints for a given exercise. |
Year | Venue | Field |
|---|---|---|
2016 | Frontiers in Education Conference | Online learning,Collaborative learning,Sociology,Viewpoints,Knowledge management,Peer learning,Negotiation |
DocType | ISSN | Citations |
Conference | 0190-5848 | 0 |
PageRank | References | Authors |
0.34 | 0 | 5 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Maria Altebarmakian | 1 | 0 | 0.68 |
| Richard Alterman | 2 | 31 | 5.98 |
| Anna Yatskar | 3 | 0 | 0.34 |
| Kendall Harsch | 4 | 5 | 1.27 |
| Antonella DiLillo | 5 | 7 | 2.40 |