Concrete definition of beneficial collaborative dialogues

Research output: Contribution to journalConference articlepeer-review


Collaborative learning is often superior to individual learning, but not consistently so. To understand why not, we applied the ICAP theory of cognitive engagement to define and operationalize various collaborative dialogue patterns and identified the co-generative pattern as the optimal one for maximizing learning. We used the definitions to code dialogues from data collected in our prior studies and show that dyads with higher co-generative scores learned more than dyads with lower co-generative scores. This suggests that collaborative learning is more effective if a certain dialogue pattern occurs.

Original languageEnglish (US)
Pages (from-to)1445-1446
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Issue number2018-June
StatePublished - 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


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