Collaborative problem-solving (CPS) involves the interaction and interdependence of students' social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific…

Background: Computer-mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework. Objectives: This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group-awareness…

Computer-supported collaborative learning (CSCL) presents postsecondary educators with a conundrum: how to design and support small-group activities without stifling deep and meaningful learning. The literature indicates that students are not consistently practicing higher-order cognitive activities, educators are not reliably designing or…

This study aims to examine how students' learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were identified in the online environment. The time…

This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a…

The development of group creativity can be challenging for both young students and their teachers. This study examined the processes and learning outcomes of group creativity training from the perspectives of elementary school students and teachers while identifying critical factors that contributed to the success of the training. Data were…

When the members of a group work collaboratively using a group support system (GSS), they often "brainstorm" a list of ideas in response to a question or challenge that faces the group. The satisfaction levels of group members are usually high following this activity. However, satisfaction levels with the process almost always drop…

The purpose of this assessment was to examine whether differences exist between students who self-select their classroom work group members and students who are randomly assigned to their classroom work groups in terms of their use of organizational citizenship behaviors with their work group members; their commitment to, trust in, and relational…

In this landmark book, Scott Page redefines the way we understand ourselves in relation to one another. "The Difference" is about how we think in groups--and how our collective wisdom exceeds the sum of its parts. Why can teams of people find better solutions than brilliant individuals working alone? And why are the best group decisions…

Students aged 11-12, placed in groups of four, used word processors to write about a dramatized event using persuasive, newspaper, recount, or report styles. Students' talk as they engaged in the task was analyzed to illuminate the linguistic and cognitive processes involved in group construction of text. (Author/SV)

Reports on a study of 12 U.S. and Russian elementary students working with a mathematics computer software program. Finds that students working together learned the program's concepts faster. Discusses implications of the findings and the significance of sociohistorical frameworks on cognitive processes. (CFR)