Abstract
This study applies agent-based modeling methodology to investigate individual and social factors underlying inequitable participation patterns observed in a real classroom in which an experimental collaborative activity was implemented. We created agent-based simulations of simplified collaborative activities and qualitatively compared results from running the model with the classroom data. We found that collaboration pedagogy emphasizing group performance may forsake individual learning, due to preference for short-term group efficacy over individual long-term learning. The study may inform professional development and pedagogical policy.
Original language | English (US) |
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Pages (from-to) | 12-13 |
Number of pages | 2 |
Journal | Computer-Supported Collaborative Learning Conference, CSCL |
Issue number | PART 3 |
State | Published - Dec 1 2008 |
Event | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education