%0 Journal Article %1 391 %A Barron, B. %C Stanford Univ,Sch Educ,485 Lausen Mall,Stanford,Ca 94305 %D 2000 %J Journal of the Learning Sciences %K classroom, collaboration discourse, file-import-09-02-13, groupwork, peer-interaction, problem-solving, science %N (c) 2002 Inst. For Sci. Info %P 403-436+ %T Achieving coordination in collaborative problem-solving groups %U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=1050-8406&\#38;date=2000&\#38;volume=9&\#38;issue=4&\#38;spage=403&\#38;atitle=Achieving\%20coordination\%20in\%20collaborative\%20problem-solving\%20groups&\#38;aulast=Barron&\#38;auinit=B %V 9 %X In this article, interactive processes among group partners and the relationship of these processes to problem-solving outcomes are investigated in 2 contrasting groups. The case study groups were selected for robust differences in the quality of their written solutions to a problem and parallel differences in the quality of the group members' interaction. In 1 group correct proposals were generated, confirmed, documented, and reflected upon. In the other, they were generated, rejected without rationale, and for the most part left undocumented. The analyses identified 3 major contrastive dimensions in group interaction-the mutuality of exchanges, the achievement of joint attentional engagement, and the alignment of group members' goals for the problem solving process. A focus on group-level characteristics offers a distinctive strategy for examining small group learning and paves the way to understanding reasons for variability of outcomes in collaborative ventures. These dimensions may usefully inform the design and assessment of collaborative learning environments.

@article{391, abstract = {In this article, interactive processes among group partners and the relationship of these processes to problem-solving outcomes are investigated in 2 contrasting groups. The case study groups were selected for robust differences in the quality of their written solutions to a problem and parallel differences in the quality of the group members' interaction. In 1 group correct proposals were generated, confirmed, documented, and reflected upon. In the other, they were generated, rejected without rationale, and for the most part left undocumented. The analyses identified 3 major contrastive dimensions in group interaction-the mutuality of exchanges, the achievement of joint attentional engagement, and the alignment of group members' goals for the problem solving process. A focus on group-level characteristics offers a distinctive strategy for examining small group learning and paves the way to understanding reasons for variability of outcomes in collaborative ventures. These dimensions may usefully inform the design and assessment of collaborative learning environments.}, added-at = {2009-02-24T19:22:48.000+0100}, address = {Stanford Univ,Sch Educ,485 Lausen Mall,Stanford,Ca 94305}, author = {Barron, B.}, biburl = {https://www.bibsonomy.org/bibtex/2e6bb3da4ba716b9d30eefbd55acd4c67/clachapelle}, citeulike-article-id = {4045104}, interhash = {3d047d3fc619c9dcb85fbd052e74e019}, intrahash = {e6bb3da4ba716b9d30eefbd55acd4c67}, journal = {Journal of the Learning Sciences}, keywords = {classroom, collaboration discourse, file-import-09-02-13, groupwork, peer-interaction, problem-solving, science}, number = {(c) 2002 Inst. For Sci. Info}, pages = {403-436+}, posted-at = {2009-02-13 21:44:42}, priority = {2}, timestamp = {2009-02-24T19:49:09.000+0100}, title = {Achieving coordination in collaborative problem-solving groups}, url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=1050-8406\&\#38;date=2000\&\#38;volume=9\&\#38;issue=4\&\#38;spage=403\&\#38;atitle=Achieving\%20coordination\%20in\%20collaborative\%20problem-solving\%20groups\&\#38;aulast=Barron\&\#38;auinit=B}, volume = 9, year = 2000 }