Collaborative learning at the computer; How social processes ‘interface’ with human-computer interaction

In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.

The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.

Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.

     

Group work with the computer: the developing organisation of joint action

This article is concerned with joint problem-solving at the computer. In particular it is concerned with the organisation of joint activity in this context (ie. the distribution and exchange of actions), and with the way in which children master the relationship between their action-organisation and the task objective. A study is reported in which pairs of 7 and 13 years olds worked on a variety of computer-based tasks involving construction of a complex motion trajectory on a display screen. Some of the pairs at both ages remained oriented toward the external characteristics of the pattern they were tracing. By contrast, some of the older pairs were very clearly oriented towards the means of pattern construction, rather than to the pattern itself. Such orientation, displayed in varying degrees by different pairs of subjects across the two samples, was reflected in the ability not only to maintain but also to successfully alter and reconstruct the coordination of individual into joint actions in the course of solving complex variants of the task.