Concrete definition of beneficial collaborative dialogues

Research output: Contribution to journalConference article

Abstract

Collaborative learning is often superior to individual learning, but not consistently so. To understand why not, we applied the ICAP theory of cognitive engagement to define and operationalize various collaborative dialogue patterns and identified the co-generative pattern as the optimal one for maximizing learning. We used the definitions to code dialogues from data collected in our prior studies and show that dyads with higher co-generative scores learned more than dyads with lower co-generative scores. This suggests that collaborative learning is more effective if a certain dialogue pattern occurs.

Original languageEnglish (US)
Pages (from-to)1445-1446
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

Fingerprint

dialogue
Concretes
dyad
learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Concrete definition of beneficial collaborative dialogues. / Chi, Michelene.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. 2018-June, 01.01.2018, p. 1445-1446.

Research output: Contribution to journalConference article

@article{676d7f96be5d4132b91dcaa20af241b1,
title = "Concrete definition of beneficial collaborative dialogues",
abstract = "Collaborative learning is often superior to individual learning, but not consistently so. To understand why not, we applied the ICAP theory of cognitive engagement to define and operationalize various collaborative dialogue patterns and identified the co-generative pattern as the optimal one for maximizing learning. We used the definitions to code dialogues from data collected in our prior studies and show that dyads with higher co-generative scores learned more than dyads with lower co-generative scores. This suggests that collaborative learning is more effective if a certain dialogue pattern occurs.",
author = "Michelene Chi",
year = "2018",
month = "1",
day = "1",
language = "English (US)",
volume = "3",
pages = "1445--1446",
journal = "Proceedings of International Conference of the Learning Sciences, ICLS",
issn = "1814-9316",
publisher = "International Society of the Learning Sciences",
number = "2018-June",

}

TY - JOUR

T1 - Concrete definition of beneficial collaborative dialogues

AU - Chi, Michelene

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Collaborative learning is often superior to individual learning, but not consistently so. To understand why not, we applied the ICAP theory of cognitive engagement to define and operationalize various collaborative dialogue patterns and identified the co-generative pattern as the optimal one for maximizing learning. We used the definitions to code dialogues from data collected in our prior studies and show that dyads with higher co-generative scores learned more than dyads with lower co-generative scores. This suggests that collaborative learning is more effective if a certain dialogue pattern occurs.

AB - Collaborative learning is often superior to individual learning, but not consistently so. To understand why not, we applied the ICAP theory of cognitive engagement to define and operationalize various collaborative dialogue patterns and identified the co-generative pattern as the optimal one for maximizing learning. We used the definitions to code dialogues from data collected in our prior studies and show that dyads with higher co-generative scores learned more than dyads with lower co-generative scores. This suggests that collaborative learning is more effective if a certain dialogue pattern occurs.

UR - http://www.scopus.com/inward/record.url?scp=85053824131&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053824131&partnerID=8YFLogxK

M3 - Conference article

VL - 3

SP - 1445

EP - 1446

JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

SN - 1814-9316

IS - 2018-June

ER -