Achieving Coordination in Collaborative Problem-Solving Groups

By Brigid Barron. 2000

647 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/28ac556534556b21b94a6ee82e93159ae1f125d9

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Feedback, a powerful lever in teams: A review (2012, background): “Similarly, in educational settings, different forms of collaborative learning environments requiring peer interactions and shared effort of student teams to solve complex problems have been implemented expansively (Barron, 2000; Dillenbourg, 1999; Druskat & Kayes, 2000; Kirschner, 2009).”
Socially Shared Regulation of Learning: A Review (2015, background): “The task type and the degree of coordination of shared activities (Barron, 2000) is crucial if we want to promote SSRL.”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, neutral): “For example, Barron (2000, 2003) used quantitative methods to find response patterns that reliably differentiated among more and less successful collaborative groups.”
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “Although the collaborators did not always provide conceptual explanations for their ideas, in order to participate in these discussions and to make contributions group members had to ‘stay on the same page’ (Barron, 2000).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Barron (2000) conducted a metaanalysis in order to identify group processes that relate to individual learning outcomes and found the following features to be most salient: explaining one’s own thinking; sharing knowledge; providing critique and providing augmentation; and observation of peers’…”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “In a study of high-achieving boys who were jointly solving complex mathematical tasks, Barron (2000, 2003) found that group variation in achievement could not be explained by variation in the individual achievement levels of group members.”
When Smart Groups Fail (2003, methodology): “Measures were developed to reflect phenomena observed in the earlier cases studied (see Barron, 2000a) and to appraise the conjectures just listed.”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “Thus, the vantage point of perseverance as collective enterprise renews the importance of designing “interesting problems” (Barron, 2000) that necessarily engage children in mathematical practices—from making sense of problems, to modeling and reasoning about them, to monitoring or changing directio”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “It is widely used (Gillies, 2003) and considered highly desirable in the community and workplace (Barron, 2000).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, background): “, Forman, 1989; Saxe, 1992; more recently, Barron, 2000; Linn & Hsi, 2000). In short, Webb and Palincsarfs (1996) review shows that theorists who embraced a more stridently sociocultural view of knowing”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “must regularly converge in order for students to sustain mutual engagement (Barron, 2000; Roschelle & Teasley, 1995).”
Augmented Reality Teaching and Learning (2014, background): “…1993), case-based learning (Kolodner, 2001), cognitive flexibility theory (Spiro, Feltovich, Jackson, & Coulson 1991), collaborative learning (Barron, 2000), microworlds and simulations (White, 1993), mindtools (Jonassen, 2005), and situated learning in communities of practice (Lave &…”
Perspectival Understanding of Conceptions and Conceptual Growth in Interaction (2007, background): “This point was made by Barron (2000), who studied characteristics of groups of students who differed in their success in solving an open-ended problem collaboratively.”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “We suggest challenging each other’s point of view in SSI by engaging students in collaborative learning, which when appropriately scaffolded, leads to better learning outcomes (Barron, 2000; Webb & Palincar, 1996) and might help us address the issue of ignoring evidence in argumentation.”