An Analysis of the Processes Influencing the Structured Dyadic Learning Environment

Abstract

This article examines the processes underlying successful and unsuccessful implementation of dyadic cooperative learning scripts. It first describes the individual implementation of scripts developed by Dansereau and his colleagues and then the cooperative implementation. The comparison allows a determination of processes operating only in the dyadic situation. The processes posited as important at each stage of the script are increases in arousal and modeling. The analysis of the cooperative learning environment indicates that the script—imposed upon or generated by the participants—controls the interaction. Suggestions are made for more detailed examination of scripted interactions.