The Dynamics of Non-Convergent Learning with a Conflicting Other: Internally Persuasive Discourse as a Framework for Articulating Successful Collaborative Learning

Autor/inn/en	Kolikant, Yifat Ben-David; Pollack, Sarah
Titel	The Dynamics of Non-Convergent Learning with a Conflicting Other: Internally Persuasive Discourse as a Framework for Articulating Successful Collaborative Learning
Quelle	In: Cognition and Instruction, 33 (2015) 4, S.322-356 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2015.1092972
Schlagwörter	Persuasive Discourse; Cooperative Learning; Conflict; High School Students; Jews; Arabs; History Instruction; Qualitative Research; Discussion; Computer Mediated Communication; Essays; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Kooperatives Lernen; Konflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jew; Jude; Jüdin; Juden; Arab; Araber; History lessons; Geschichtsunterricht; Qualitative Forschung; Diskussion; Computerkonferenz; Essay; Aufsatzunterricht; Ausland
Abstract	Successful collaborative learning is often conceptualized in terms of convergence, a process through which participants' shared understanding increases. This conceptualization does not capture certain successful collaborative learning processes, especially in the humanities, where multiple perspectives are often celebrated. Such is the context of the current study, where 52 Israeli Jewish and 52 Israeli Arab high-school students collaboratively e-investigated a historical event related to the Israeli-Palestinian conflict. Utilizing a bi-dimensional qualitative analysis, we identified four discussion types, including "fission", a non-convergent and disputatious process leading to successful collaborative learning outcomes Bakhtin's notion of Internally Persuasive Discourse highlights the quality of collaboration as manifested in the dialogic agency developed by discussants, regardless of whether or not their knowledge converged. It captures the essence of fission-like processes as well as convergence processes, and is hence useful in explaining a wider variety of learning situations, especially in multicultural and/or disputatious contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01