Effects of Cooperative and Individual Learning During Learner-Controlled Computer-Based Instruction

Crooks, Steven M.; Klein, James D.; Savenye, Wilhelmina C.; Leader, Lars

doi:10.1080/00220979809604406

Cited by 16 publications

(4 citation statements)

References 44 publications

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“…Crook, Klein, Jones, and Dwyer (1996) for instance found that individual students working with a CBI program selected more options (as the scaffolds were called) than did pairs. A similar study by Crook, Klein, Savenye, and Leader (1998) yielded similar effects, but not to a statistically significant degree. Interestingly, this study did show that pairs selected significantly more elaborative feedback items compared with singles, which was attributed to the interactive nature with which this support could be used in student discussions.…”

Section: Introductionsupporting

confidence: 78%

Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning

Manlove

Lazonder

Jong

2009

Interactive Learning Environments

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Scaffolds to plan, monitor, and evaluate learning within technology-enhanced inquiry and modeling environments are often little used by students. One reason may be that students frequently work collaboratively in these settings and their group work may interfere with the use of regulative supports. This research compared the use of regulative scaffolds within an inquiry and modeling environment by paired and single students. Pairs were predicted to make less use of regulative scaffolds than singles. To validate this assumption 42 high-school students worked either individually (n ¼ 18) or in pairs (n ¼ 12) within an inquiry learning environment. Two regulative scaffolds were used by both conditions to assist them with planning, monitoring, and evaluating their investigative efforts; a cognitive tool called the Process coordinator and a Laboratory report template. Results showed that pairs achieved significantly higher learning outcomes than individual students, and although there was a strong trend of increased regulative tool use by individual students, the frequency and duration of regulative tool use did not differ significantly between conditions. Implications of these effects for regulative scaffold design and use are discussed and suggestions for future research are advanced.

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Section: Introductionsupporting

confidence: 78%

Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning

Manlove

Lazonder

Jong

2009

Interactive Learning Environments

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“…individual learning), sometimes there are no academic or social benefits of collaboration, and other times collaboration is associated with lower performance (e.g. Crooks, Klein, Savenye, & Leader, 1998; Gadgil & Nokes-Malach, 2012; Leidner & Fuller, 1997; Slavin, 1980, for a review, see Table 3; Tudge, 1989). Furthermore, research in this discipline rarely focuses on the cognitive components of collaboration and the successes or failures for group and individual performance that might be linked to these components.…”

Section: Introductionmentioning

confidence: 99%

The effects of collaborative practice on statistical problem solving: Benefits and boundaries.

Pociask

Rajaram

2014

Journal of Applied Research in Memory and Cognition

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In recent years, understanding the effects of collaboration on learning and memory has emerged as a major topic of investigation. Findings from applied educational research and from basic cognitive research demonstrate a complex view of how collaboration affects learning. The present laboratory study bridged these two domains of research to address the question of how collaborative learning affects statistical problem solving. After viewing a lecture, participants completed two statistics tests. They either completed the tests collaboratively and then individually, or completed both tests individually. Results showed an immediate benefit of collaboration, but this benefit did not persist on a subsequent individual test. Repeated practice by those who worked individually increased performance to the level of those who had previously collaborated. These results were qualified by gender as females showed a consistent benefit from prior collaboration on the post-collaborative test, particularly on conceptual problems. Implications for education are discussed.

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“…Azmitia, 1988;Johnson, Johnson & Smith, 2007), whereas others have found that they perform the same as or even worse than individuals (e.g. Crooks, Klein, Savenye & Leader, 1998;Leidner & Fuller, 1997;Tudge, 1989; see Kirschner, Paas and Kirschner, 2009a for a recent review). These results suggest that group level advantages for collaboration do not easily translate into the classroom environment, and therefore, more research is necessary to identify the conditions under which collaboration can lead to beneficial learning outcomes.…”

mentioning

confidence: 99%

Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment

Gadgil

Nokes‐Malach

2011

Applied Cognitive Psychology

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Research in classrooms has shown mixed evidence for benefits of collaborative learning compared with learning individually. Moreover, laboratory research has shown that individuals working in dyads or groups often perform worse than individuals working alone -a robust finding called the collaborative inhibition effect. Despite these findings, we hypothesize that some classroom activities may afford benefits for collaborative learning over individual learning. We created a classroom writing activity that incorporated features such as shared prior knowledge and error-correction processes, which have been hypothesized to eliminate collaborative inhibition and to support constructive collaboration. Students participated in this activity either individually or in dyads. Results showed that the individuals who worked collaboratively performed equally well as those who worked individually and also showed better learning as measured by performance on a future writing assignment.

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Effects of Cooperative and Individual Learning During Learner-Controlled Computer-Based Instruction

Cited by 16 publications

References 44 publications

Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning

Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning

The effects of collaborative practice on statistical problem solving: Benefits and boundaries.

Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment

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