Cognitive convergence in collaborative learning

Authors:
Stephanie D. Teasley;Frank Fischer;Armin Weinberger;Karsten Stegmann;Pierre Dillenbourg;Manu Kapur;Michelene Chi
Affiliations:
University of Michigan, School of Information, Ann Arbor, MI;LMU München, Department of Psychology, Munich, Germany;LMU München, Department of Psychology, Munich, Germany;LMU München, Department of Psychology, Munich, Germany;Ecole Polytechnique Federale de Lausanne, School of Computer and Communication Sciences, CRAFT, Lausanne, Switzerland;National Institute of Education, Nanyang Technological University, Singapore;University of Pittsburgh, LRDC, Pittsburgh, PA
Venue:
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Year:
2008

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Abstract

Collaborative learning, as both a pedagogical method and a cognitive mechanism plays a prominent role in the Learning Sciences. In this symposium we will use the term "cognitive convergence" to encompass various concepts that have been used to explain the important processes underlying successful collaboration, such as intersubjectivity, coconstruction, knowledge convergence, common ground, joint problem space, and transactive reasoning. The goal of the symposium is to contribute to a better understanding of the mechanisms of cognitive convergence and to relate cognitive convergence to individual learning outcomes. We include studies that emphasize detailed analyses of the mechanisms, provide ideas about how to conceptualize and measure convergence, and include qualitative and quantitative measures of shared and converging learning outcomes. A special emphasis will be on methodological questions about how to analyze the processes of achieving convergence and how to assess how convergence affects outcomes of collaborative learning.