261+Armstrong

Collaborative Learning Online and In-Class: From Conveyance to Conversation and Solitude to Social Construction || Marilyn Armstrong, University of South Florida, Florida, United States, marilyn@lmrconsulting.com Linda K. Phillips, University of South Florida, Florida, United States, lkphill2@mail.usf.edu || This review of Bruffee’s (1999) highly cited seminal work in collaborative learning found, in comparing his perspective on computer-assisted and face-to-face collaborative learning environments: a) a shared challenge for achieving, b) a shared theoretical framework for functioning, and c) a shared future. Common challenges and concepts create a bridge between both environments to enhance understanding and application in either setting and promote future innovations in online, classroom, or blended settings. As the use of technology becomes more prevalent in education, it is important to resist the impulse to separate the process of information delivery from the established theoretical frameworks for successful collaborative learning. This review explores: a) what knowledge is and where authority rests, b) the relationship of reacculturative conversation facilitated by knowledge communities, c) the role of transition communities, and d) the critical criteria of "language." The focus here, therefore, is theory over practice because Bruffee (1999) makes repeatedly clear a non-foundational understanding of knowledge building leads to distributed authority which is imperative to implementing sophisticated levels of collaborative engagement. || General session Forum All ||
 * **Submission ID 261** ||
 * **Title**
 * **Presenter(s)**
 * **Description**
 * **Notes & Comments**