Combining individual and group-level perspectives for studying collaborative knowledge construction in context

Maarit Arvaja 1 Hanna Salovaara 2 Päivi Häkkinen 1 Sanna Järvelä 2
1 Institute for Educational Research
2 Research Unit for Educational Technology
Abstract : The aim of this article is to identify concepts and methods for studying collaboration in context. The article presents a two-level methodology designed to combine individual and group-level perspectives for the evaluation of collaborative knowledge construction in student groups. The group-level analysis is focused on the students' negotiation processes. A self-report questionnaire gives insight into students' short-term impressions, meaningful activities and personal meanings attached to different activities. Empirical examples of the analysis of a teacher student group illustrate the applicability of the methods used in investigating the mediating influence of context on collaborative activity. (http://dx.doi.org/10.1016/j.learninstruc.2007.04.003)
Keywords : collaborative knowledge construction context group individual
Type de document :
Article dans une revue
Learning and Instruction, Elsevier, 2007, 17(4), pp.448-459. 〈10.1016/j.learninstruc.2007.04.003〉
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https://telearn.archives-ouvertes.fr/hal-00190782
Contributeur : Jerome Zeiliger <>
Soumis le : vendredi 23 novembre 2007 - 08:57:32
Dernière modification le : vendredi 27 mars 2015 - 14:57:17

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Maarit Arvaja, Hanna Salovaara, Päivi Häkkinen, Sanna Järvelä. Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, Elsevier, 2007, 17(4), pp.448-459. 〈10.1016/j.learninstruc.2007.04.003〉. 〈hal-00190782〉

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