1 Introduction

2 Pitfall 1: Assuming that Cooperative and Collaborative Learning Are the Same

3 Pitfall 2: Assuming that Social Interaction in Group Learning Is Automatic

 3.1 Traditional Pedagogical Techniques

  3.1.1 Conceptual Approach to Structuring Group Learning: Johnson and Johnson’s Five Basic Elements

  3.1.2 Direct Approach to Structuring Group Learning: Structured Academic Controversy, Jigsaw, Reciprocal Teaching, Student Teams Achievement Division

 3.2 Technology-Enabled Pedagogical Techniques

  3.2.1 Dillenbourg’s Four Categories of Lines to Structure Collaborative Learning

  3.2.2 Scripting and the Script Theory of Guidance

  3.3.3 Knowledge-Building Framework

4 Pitfall 3: Being Unaware of the Need for Academic Skills

 4.1 Epistemic Skills

 4.2 Metacognitive Skills

5 Pitfall 4: Restricting Social Interaction to Socio-cognitive Processes

 5.1 Group Dynamics

6 Pitfall 5: Being Unaware of the Need for Social Skills

 6.1 Interpersonal and Small-Group Skills

 6.2 Skills for the Regulation of Emotion and Motivation

7 Pitfall 6: Ignoring the Students’ Dispositions toward Group Learning

8 Pitfall 7: Assuming that Online Group Learning Does Not Differ from Face-to-Face Learning

9 Future Directions

10 In Conclusion