COLLEX · Analysing the impact of pedagogical models within and between collaboration contexts through students' collaboration experiences

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Project objective

Collaboration in technology supported environments has become increasingly important for professional contexts. Many companies require that future employees are proficient in such collaboration. Computer-Supported Collaborative Learning (CSCL) is well-suited to teach students the dynamics and skills needed for collaboration in technology supported environments. A large collection of pedagogical models have been shown to stimulate collaboration in electronic environments. A pedagogical model offers a collaboration practice believed to be more effective. Yet, collaboration breakdowns are still observed. Such a breakdown could be caused by a conflict between the pedagogical model and students¿ collaboration experiences or beliefs about collaboration. For exam ple, it is well-known that students¿ experiences with various teaching and learning environments are reflected in their study approach. It is likely that the perception of the context determines their engagement. Hence, it is conceivable that students in a collaboration context do not work according to the model(s) that they are offered, but prefer an idiosyncratic model or a model that they are familiar with. Pedagogical models also have a specific focus on cognitive (learning), motivational (involvement) , or social processes (interaction). CSCL studies focus on the effects of the pedagogical model on the process that it targets (direct effects). Studies that focus on reciprocal relationships between these processes - within and between contexts - are rare. This project will increase our understanding about effective collaborative learning by 1) investigating students¿ collaboration experiences to illustrate the impact of students' past experiences on current behaviour and development of beliefs, 2) tracing students' experiences with multiple models and self-selection, 3) analysing direct and indirect effects on cognitive, motivational and social processes - within and between contexts - targeted by the models.

Original text from CORDIS.

Participants

• UNIVERSITY OF OULU · OULUCoordinatorFinland

Links

• View on CORDIS