Collaborative learning effects when students have complete or incomplete knowledge

Abstract

Cognitive load theory was used to hypothesize that the effectiveness of collaborative learning is moderated by the completeness of the prerequisite knowledge bases of group members. It was predicted that when group members have gaps in their knowledge base that can be filled by other group members, collaborative is superior to individual learning. In contrast, if group members have no prerequisite knowledge gaps, then collaborative learning is redundant and as a consequence inferior to individual learning. To test these, 58 grade 7 Indonesian students were randomly assigned to work collaboratively or individually on intermediate mathematics problems, with either full knowledge or gaps in their knowledge base. The results indicated that with gaps, collaboration led to superior learning. However, with a more complete knowledge, individual learning was superior to collaborative learning due to redundancy effects. The results suggest that collaboration does not always lead to superior learning compared with individual study. KEYWORDScognitive load theory, collaborative learning, impact of knowledge base

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

“…When group members engage in transactive discussions and try to establish a transactive memory system, a considerable investment of cognitive resources is required: they need to engage in extensive coordination, social regulation, and communication (Janssen et al 2010;Kirschner et al 2009b;Salas et al 2005). Although coordination and regulation is essential for managing the interdependencies between group members (Ellis et al 1992;Erkens et al 2005;Janssen et al 2012;Malone and Crowston 1992), these strategies also require group members to invest considerable mental effort in those activities (Ciborra and Olson 1988;Janssen et al 2010;Retnowati et al 2018). As such, collaborating group members run the risk of experiencing their working memories while engaging in coordination, social regulation, and communication during CSCL, which will be deleterious to their learning.…”

“…Indeed, Congleton and Rajaram (2011) demonstrated that students can benefit from repeated exposure to information recalled by their partners. Furthermore, Retnowati et al (2018) demonstrated that when students have incomplete information (e.g., as induced by a Jigsaw method), collaborative learning is superior to individual learning. Retnowati et al (2018) also demonstrated that students with incomplete knowledge also experienced lower cognitive load.…”

“…Furthermore, Retnowati et al (2018) demonstrated that when students have incomplete information (e.g., as induced by a Jigsaw method), collaborative learning is superior to individual learning. Retnowati et al (2018) also demonstrated that students with incomplete knowledge also experienced lower cognitive load. This can be interpreted as evidence for the existence of the borrowing and reorganization principle during collaboration (see Table 1).…”

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

“…Students have difficulty pouring their own thoughts or ideas to solve problems. The causes of this matter are explained in the research Mujulifah, Sugiatno, & Hamdani (2015) which explains that there are many students who are not fluent in composing their arguments, due to the lack of trained students in communicating their understanding, ideas or ideas, students are tend to imitate example because they did not possess sufficient knowledge base to try solving problem using their own arguments (Retnowati, Ayres, & Sweller, 2018). Although teachers tend to provide opportunities for students to try to answer themselves, but unfortunately often teachers limit the strategies that may be used by students, plus the ability of students to be less developed because students are only used to pay attention to examples then record the completion shown by the teacher (Juanti, Santoso, & Hiltrimartin, 2016Aisyah, 2016).…”

Analysis of the Effectiveness of Learning in the Use of Learning Modules Against Student Learning Outcomes

“…Students can also build their own knowledge through a constructivism approach based on previous experience (Oktaviani & Retnowati, 2017). The involvement of learning outcomes in the learning process is expected that student learning outcomes will be better (Endah Retnowati & Ayres, 2018).…”