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- Vol 3 RE: Chapters 2, 9
- Vol 7 PE: App D
collaborative learningshared understandingargumentationdistributed cognitioncomputer-supported collaborationdialogue coordinationjoint problem spacestask interdependenceEdited book Evidence summaryAt a glance
Dillenbourg’s edited volume brings psychological and computational perspectives together to examine how people learn through interaction. Its starting point is that “collaborative learning” does not name one mechanism or method; it describes situations designed so that particular forms of interaction may occur, and those interactions may trigger learning processes.
Key ideas
Chapters address grounding and shared understanding, explanation, argumentation, mutual modelling, distributed cognition, computer-supported collaboration, and multi-agent learning. The book distinguishes conditions placed on a group—task symmetry, group size, roles, media, and timing—from the actual dialogue and coordination participants produce. Collaboration is therefore not guaranteed by seating learners together or giving them shared software. Researchers and designers must examine whether participants explain, negotiate, repair misunderstandings, coordinate representations, and build genuinely joint problem spaces.
Why it matters
For education, the volume supports carefully structured tasks and technologies that make thinking visible and interdependence productive, combined with analysis of interaction rather than assumptions that all group work is beneficial.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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