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Influence of authority on convergence in collaborative learning

Authors:

Teresa Hübscher-Younger,

N. Hari NarayananAuthors Info & Claims

CSCL '02: Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community

Pages 481 - 489

Published: 07 January 2002 Publication History

Abstract

Teachers and students have established social roles, norms and conventions when they encounter Computer-Supported Collaborative Learning (CSCL) systems in the classroom. Authority, a major force in the classroom, gives certain people, objects, representations or ideas the power to affect thought and behavior and influences communication and interaction. Effective computer-supported collaborative learning requires students and teachers to change how they understand and assign authority. This paper describes two studies in which students' perceptions of authority led to learning difficulties while they were engaged in collaborative learning. Students converged on either a representation or representational style that they believed was authoritative instead of basing their choice on how well the available representations communicated a concept. Methods to help students avoid such premature convergence are suggested.

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Cited By

Hübscher-Younger TNarayanan N(2003)Constructive and collaborative learning of algorithmsACM SIGCSE Bulletin10.1145/792548.61191935:1(6-10)Online publication date: 11-Jan-2003
https://dl.acm.org/doi/10.1145/792548.611919
Hübscher-Younger TNarayanan NDiehl SStasko J(2003)Dancing hamsters and marble statuesProceedings of the 2003 ACM symposium on Software visualization10.1145/774833.774847(95-104)Online publication date: 11-Jun-2003
https://dl.acm.org/doi/10.1145/774833.774847
Hübscher-Younger TNarayanan NGrissom SKnox DJoyce DDann W(2003)Constructive and collaborative learning of algorithmsProceedings of the 34th SIGCSE technical symposium on Computer science education10.1145/611892.611919(6-10)Online publication date: 19-Feb-2003
https://dl.acm.org/doi/10.1145/611892.611919

Influence of authority on convergence in collaborative learning
1. Applied computing
  1. Education

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CSCL '02: Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community

January 2002

757 pages

Editor:
Gerry Stahl
Fraunhofer - FIT, Germany

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International Society of the Learning Sciences

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Published: 07 January 2002

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Cited By

Hübscher-Younger TNarayanan N(2003)Constructive and collaborative learning of algorithmsACM SIGCSE Bulletin10.1145/792548.61191935:1(6-10)Online publication date: 11-Jan-2003
https://dl.acm.org/doi/10.1145/792548.611919
Hübscher-Younger TNarayanan NDiehl SStasko J(2003)Dancing hamsters and marble statuesProceedings of the 2003 ACM symposium on Software visualization10.1145/774833.774847(95-104)Online publication date: 11-Jun-2003
https://dl.acm.org/doi/10.1145/774833.774847
Hübscher-Younger TNarayanan NGrissom SKnox DJoyce DDann W(2003)Constructive and collaborative learning of algorithmsProceedings of the 34th SIGCSE technical symposium on Computer science education10.1145/611892.611919(6-10)Online publication date: 19-Feb-2003
https://dl.acm.org/doi/10.1145/611892.611919

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