In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to…

Because animations can depict situational dynamics explicitly, they have the potential to help learners build coherent, high-quality mental models of complex change processes. Further, "interactive" animations provide opportunities for learners to deal with available information selectively and so avoid excessive processing demands. However, to be…

It is argued that learning and instruction could be conceptualized from a process-analytic perspective. Important questions from the field of learning and instruction are presented which can be answered using our approach of process analyses. A classification system of process concepts and methods is given. One main advantage of this kind of…