Collaborative writing devices, types of co-operation, and individual acquisitions

Abstract

Abstract What makes collaboration constructive from a cognitive point of view? After having examined the problem of the analysis of co-operative interactions and having defined of what the collaborative methods of learning from texts consist, the present article seeks to answer this question. This study considered two sources of variation in the learning task, using social science texts: on the one hand, partial or complete collaborative writing conditions are varied so as to examine the most favourable for learning, and on the other hand, the types of co-operation are analysed in small groups and individuals, in order to identify the most productive types, from the point of view of future acquisitions. Keywords: Co-operationInteraction rolesSocio-cognitive interactionsLearning from textsCollaborative writing