Peer collaboration and discourse patterns in learning from incompatible information

By Carol K. K. Chan. 2001

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8026e76ec6a59ab54be23da92a4e5c25b14239e1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Epistemic and social scripts in computer–supported collaborative learning (2005, background): “Successful interaction patterns usually involve equal and alternating participation during discourse that is characterized by asking and answering questions, and critical negotiation (Chan, 2001; Doise, 1990; King, 1994; Teasley, 1997).”
The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes. (2005, background): “Explication of ideas can induce cognitive conflicts that might facilitate cognitive change (Chan, 2001).”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, background): “Next to these transformative processes, De Jong and Njoo (1992) distinguish regulative inquiry processes, such as monitoring and evaluating, which can help the student to regulate the use of the transformative processes.”
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, methodology): “…scheme The study provides a coding scheme for analyzing asynchronous discourse, extending earlier schemes that emphasized the socio-cognitive aspects of online discourse and drawing from previous work on rating scales on levels of questioning and explanations (Chan 2001; Hakkarainen et al. 2002).”
Tutor learning: the role of explaining and responding to questions (2008, background): “Transcription and coding require many months and multiple passes, leading to a tradeoff between statistical power based on sample size and analytical power based on depth of coding.”
The Interpersonal Dynamics of Collaborative Reasoning in Peer Interactive Dyads (2003, background): “334 The Journal of Experimental Education collaboration holds a view of students working jointly on the same task to negotiate shared meanings that may challenge the subjective understandings of the participants or go beyond what they already know individually (Chan, 2001; Cohen, 1994; Dillenbourg, ”