Social, motivational and affective dimensions of learning through social interaction

Christa Asterhan, Sherice Clarke

Research output: Contribution to journalConference articlepeer-review

Abstract

There is strong evidence of the cognitive benefits of collaborative-sense-making through talk and dialogue. However, it is often challenging to elicit and sustain student participation in such practices. This workshop emerges from growing enquiry across the learning sciences on the social, motivational and affective dimensions of learning through social interaction. Examining and integrating such dimensions in empirical research on learning through social interaction raises fundamental methodological, conceptual and theoretical issues for the field. This workshop aims to bring together scholars from different disciplines to critically examine these issues and to map the terrain for future research.

Original languageAmerican English
Pages (from-to)1684-1685
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue numberJanuary
StatePublished - 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: 23 Jun 201427 Jun 2014

Bibliographical note

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