An information processing perspective on divergence and convergence in collaborative learning

Abstract

This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more effective than instructor-student discussion. The model explains information divergence as a key process for collaborative learning and information convergence as a key group process for addressing specific learning outcomes. © 2011 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC.