Adapting Teacher Interventions to Student Needs During Cooperative                Learning: How to Improve Student Problem Solving and Time On-Task

Chiu, Ming Ming

doi:10.3102/00028312041002365

Cited by 111 publications

(85 citation statements)

References 26 publications

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“…This may explain the negative effect of social activities on group performance. Furthermore, in many studies the activities we consider to be social activities are considered to be off-task activities which are usually considered to be deleterious for learning and perfomance (Chiu 2004;Klein and Schnackenberg 2000).…”

Section: Group Performancementioning

confidence: 99%

Task-related and social regulation during online collaborative learning

Janssen

Erkens

Kirschner

et al. 2010

Metacognition Learning

137

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This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to regulation of task-related activities. For example, by formulating plans or strategies or monitoring task progress. Group members also engaged in social activities often (e.g., disclosing personal information, joking). Less attention was paid to exchange of task-related information (e.g., asking task-related questions) and regulation of social activities (e.g., planning and monitoring the collaboration). Exploratory factor analysis was used to identify the interrelationships between the different collaborative activities. This analysis showed that collaborative activities can be grouped in four broad categories: discussion of information, regulation of task-related activities, regulation of social activities, and social activities. These activities were then used to predict group performance using multiple regression analysis. No effect of discussion of information and regulation of taskrelated activities on group performance were found. Regulation of social activities positively affected group performance, whereas social interaction negatively affected group performance. As in this study no inferences could be made about the causal relation between collaboration and performance, future research should attempt to focus on this relationship, for example by investigating more closely how different individual and group factors affect collaboration and group performance.

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Section: Group Performancementioning

confidence: 99%

Task-related and social regulation during online collaborative learning

Janssen

Erkens

Kirschner

et al. 2010

Metacognition Learning

137

View full text Add to dashboard Cite

show abstract

“…Hardly any empirical research exists on whether and how contingent support affects task effort. The only study that we encountered was the study of Chiu (2004) in which a positive relation was found between support in which the teacher first evaluated students' understanding (assuming that this promoted contingency) and student's task effort.…”

Section: Scaffolding Task Effort and Appreciation Of Supportmentioning

confidence: 99%

“…Diagnosing or evaluating students' understanding enables contingency and this is effective. Chiu (2004) for example found that when supporting small groups with the subject-matter, evaluating students' understanding before giving support was the key factor in how effective the support was. Although evaluation is not necessarily the same as contingency, it most probably facilitates contingency.…”

Section: Scaffolding Task Effort and Appreciation Of Supportmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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“…There are also studies that have coded teachers' and pupils' discourse into a variety of categories to compare different learning situations and to assess the effects of teachers' interventions on pupils' behaviour (e.g., Hertz-Lazarowitz and Shachar, 1990;Chiu, 2004;Dekker and ElshoutMohr, 2004;Gillies, 2004;Ding et al, 2007;Webb et al, 2009). For example, Hertz-Lazarowitz and Shachar (1990, p. 83) identify four types of practices -"(1) teacher praises and encourages pupils in relation to task performance; (2) teacher interacts with pupils in an intimate-egalitarian orientation; (3) teacher stages herself as a central figure in the classroom; (4) teacher interacts with pupils in a rigid authoritarian orientation" -and found that teachers' verbal behaviour differed significantly between traditional whole class instruction and interactions in group work.…”

Section: Introductionmentioning

confidence: 99%

Making rounds: The routine work of the teacher during collaborative learning with computers

Greiffenhagen

2011

Computer Supported Learning

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Adapting Teacher Interventions to Student Needs During Cooperative Learning: How to Improve Student Problem Solving and Time On-Task

Cited by 111 publications

References 26 publications

Task-related and social regulation during online collaborative learning

Task-related and social regulation during online collaborative learning

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Making rounds: The routine work of the teacher during collaborative learning with computers

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