Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning

Sarah R. Daniel*, Brandon K. Vaughn**
* Doctoral Student, The University of Texas at Austin.
** Assistant Professor, The University of Texas at Austin.
Periodicity:November - January'2010
DOI : https://doi.org/10.26634/jpsy.3.3.1075

Abstract

Van den Bossche (2006) points to how fruitful collaboration is not merely the case of putting people with relevant knowledge together. Studies on collaborative learning suggest that group outcomes improve when members focus not only on the task but also on the interpersonal group processes (Johnson & Johnson, 2005). However, attempts to improve these processes, through training modules, are often divorce from the main group task. The concept of heedful interrelating (HI) offers a method for addressing the need for high quality interpersonal processes by its focus on the skills necessary for successful interrelating in the moment-by-moment interactions of members working to accomplish a task. HI is defined as interacting with sensitivity to the task at hand while at the same time paying attention to how a person’s individual actions affect group functioning. To interrelate heedfully requires that one notice, take careful action, and pay attention to the effect of that action (Weick & Roberts, 1993). HI’s focus is on how best to interrelate effectively, in real time, to reach the group goal. This article focuses on how HI provides a tangible framework for facilitating group members’ effective engagement in high quality interpersonal processing which, in turn, should translate into an increase in beneficial collaborative outcomes.

Keywords

Heedful Interrelating, Cooperative Learning, Collaborative Interactions.

How to Cite this Article?

Sarah R. Daniel and Brandon K. Vaughn (2010). Better Quality Collaboration: A Proposed Facilitating Relationship Between Heedful Interrelating And Cooperative Learning. i-manager’s Journal on Educational Psychology, 3(3), 1-8. https://doi.org/10.26634/jpsy.3.3.1075

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