Achieving Coordination in Collaborative Problem-Solving Groups

In this article, interactive processes among group partners and the relationship of these processes to problem-solving outcomes are investigated in 2 contrasting groups. The case study groups were selected for robust differences in the quality of their written solutions to a problem and parallel differences in the quality of the group members ’ interaction. In 1 group correct proposals were generated, confirmed, docu-mented, and reflected upon. In the other, they were generated, rejected without ratio-nale, and for the most part left undocumented. The analyses identified 3 major contrastive dimensions in group interaction—the mutuality of exchanges, the achievement of joint attentional engagement, and the alignment of group members’ goals for the problem solving process. A focus on group-level characteristics offers a distinctive strategy for examining small group learning and paves the way to under-standing reasons for variability of outcomes in collaborative ventures. These dimen-sions may usefully inform the design and assessment of collaborative learning envi-ronments. Collaboration with others has long been a central form of human activity. Now it is being capitalized on more explicitly in school and work settings, a situation that calls for a deeper scientific understanding. New organizational structures in the 21st century workplace rely on team-based projects. In schools, learning occurs through interaction with peers. It is hoped that new learning arrangements will lead to deeper engagement in subject matter and facilitate a sense of agency through the tangible accomplishments that can result from collaborative work on interesting problems. Beyond these direct benefits, collaboration with peers also provides practice in the art of constructive dialogue. By asking learners to make sense of a problem together, they are faced with challenges of establishing common frames of