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In recent years new translations and interpretations of the work of Vygotsky have generated considerable research activity by developmental psychologists and educational researchers on the relationship between the social and cognitive dimensions of learning. Rethinking Collaborative Learning aims to bring together, for the fist time in a single volume up to date and comprehensive research on collaborative learning and learning to collaborate from leading international workers in the field.
The contributions converge around the questions of when and how peer interaction can facilitate understanding and learning, how we conceptualise the nature and quality of collaborative activity, how productive collaborative activity can be supported, and how children learn to collaborate. The book critically examines the ways in which psychologists and educational researchers conceptualise the nature and quality of collaborative activity and examines the different contexts in which such activity is studied.
|Item Type:||Edited Book|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS)
Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Faculty of Arts and Social Sciences (FASS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Centre for Citizenship, Identities and Governance (CCIG)
|Depositing User:||Dorothy Faulkner|
|Date Deposited:||14 Nov 2008 11:29|
|Last Modified:||07 Feb 2017 11:22|
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