Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads

Abstract

In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.

The Effect of Cooperative Learning Method Enhanced with Metacognitive Strategies on Students’ Metacognitive Skills in Math Course

“…Öğrencilerde yardım isteme ve yardım etme davranışlarının oluşması için öğrenciler farklı yetenek seviyelerinde olmalıdır (Krol, Janssen, Veenman ve Van der Linden, 2004). Bu bağlamda, heterojen öğrenci grupları oluşturulurken belirleyici faktörler, başarı ve cinsiyet olmuştur.…”

Influence of Attitude, Cooperative and Inquiry Instructional Strategies on the Academic Performance of Students in Basic Science and Mathematics in Katsina, Nigeria

“…Students appear to enjoy working cooperatively and are willing to cooperate with others in the group (Krol et al, 2004). Science and mathematics teachers also find satisfaction with the incorporation of cooperative learning groups.…”

“…Groups produced higher performance outcomes than students working individually, but this effect was not due to the cooperation as the case may be, but the cooperation increased the likelihood of engagement in the types of talk that support learning. When working with a partner, forms of elaborated talk are more prevalent than when working individually (Krol et al, 2004).…”

The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families

“…In the present study, we propose elaboration as a possible mechanism through which productive interactions and, consequently, learning gains are stimulated (see, e.g., Krol et al, 2004;Van der Meijden, 2005;Webb, 2008;Webb & Farivar, 1999). The instructional support in the experimental programme is based upon the assumption that guiding students to elaborate their contributions by providing feedback and stimulating reflection on the way they construct their contributions may lead to more active examination of resources, increase the amount of information available to the group, and improve the students' quality of thought during the learning process, due to improved engagement and processing of content.…”

“…Prinsen et al collaboration can be hindered by either too much or too little guidance (Dillenbourg & Tchounikine, 2007). Elaboration is proposed in the literature as a possible mechanism through which productive interactions and, consequently, learning gains are stimulated (Krol, Janssen, Veenman, & Van der Linden, 2004;Van der Meijden, 2005;Webb & Farivar, 1999). Elaborating includes being explicit, making distinctions, clarifying one's thoughts, providing examples and illustrations, adding details, providing explanations, and justifying one's position.…”