How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning

Jurkowski, Susanne; Hänze, Martin

doi:10.1111/bjep.12077

Cited by 44 publications

(28 citation statements)

References 60 publications

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“…Conversely, a group without such prior experience may perform interactions that may be irrelevant to the task. These data suggest that groups may obtain higher test scores and be more efficient when receiving guidance on how to collaborate on relevant tasks (Jurkowski and Hänze 2015;Kirschner and Erkens 2013;Stevens et al 1991).…”

Section: Preparing Groups For Collaborationmentioning

confidence: 83%

“…Grouping learners to learn from each other does not mean that they will work appropriately or that they will learn better (Lou et al 1996). There are data that support the assumption that preparing learners to work together may be a way to improve collaborative learning results (Baines et al 2007;Bischoff et al 2012;Buchs et al 2015;Gillies and Ash-man1996;Jurkowski and Hänze 2015). For example, Prichard et al (2006) examined the benefits of preparing learners on how to work in groups with different cohorts.…”

Section: Preparing Groups For Collaborationmentioning

confidence: 99%

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Effects of group experience and information distribution on collaborative learning

et al. 2019

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Collaborative learning is a widely used instructional technique, but factors determining its effectiveness still are unclear. Cognitive load theory was used to examine the effects of prior collaborative experience and density of distribution of information amongst learners on short-term retention and delayed retention tests, as well as cognitive efficiency of collaborative learning and its outcomes. Data obtained with 240 secondary school students showed that groups with experience in collaboration outperformed and were more cognitively efficient than inexperienced groups, and low information density increased performance during the learning process. Also, when tasks required processing high information density, experienced groups were more cognitively efficient than inexperienced groups. For tasks with low information density no difference was found. These results provide instructional implications for designing effective collaborative learning environments.

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Section: Preparing Groups For Collaborationmentioning

confidence: 83%

Section: Preparing Groups For Collaborationmentioning

confidence: 99%

Effects of group experience and information distribution on collaborative learning

et al. 2019

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“…Interestingly though, they also detected reluctance amongst mixedsex groups to debate differences, presumably (especially when this reluctance increased across the age range) reflecting sensitivities amongst teenagers about social relations. More recently, Jurkowski and Hänze (2015) have shown how trainee teachers' use of 'transactive communication' (which will have included opinion exchange) predicted levels of reasoning about prosocial behaviour. Nevertheless, even though the value of differing opinions during adolescence and beyond can be hypothesized given such studies (and this is how it will be treated in the research to follow 1 ), the volume of relevant material remains lower than at younger ages.…”

Section: Adolescence and Beyondmentioning

confidence: 99%

Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood

Howe

Zachariou

2019

Learning and Instruction

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Research into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (together with inconclusive suggestions that collaborative constructions may become more significant with age), the reported study examines the impact of small-group collaboration during adolescence and early adulthood. Forty-six pairs of students aged between 10 and 22 years worked on a computer-presented task that required them to discuss and predict the trajectories objects follow when they fall from stationary or moving carriers. Associations between group dialogue and post-test performance confirmed a key role for differing opinions while collaborative constructions turned out to have little relevance.

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“…Taking the time to create such an atmosphere is thus important, and while the task in this study already included some time for students to get to know each other, the duration of this activity may be extended and combined with specific question prompts during the conversation to start (informal) dialogue between students. Another option is to explicitly train students in collaborative skills or specifically in transactive discourse before working on the assignment (Jurkowski & Hänze, ).…”

Section: Discussionmentioning

confidence: 99%

Are you with me or not? Temporal synchronicity and transactivity during CSCL

Popov

Leeuwen

Buis

2017

Computer Assisted Learning

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Do the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products? To address this question, we used a mixed‐method approach to study 74 first‐year university students who were randomly assigned to work in dyads on an ill‐defined problem of biodiversity collapse in tropical forests within a computer‐supported collaborative learning setting. The quantitative analysis revealed that neither temporal synchronicity nor transactivity was related to the quality of group products. The qualitative analysis of chat transcripts revealed that the variability between the groups could be explained by group dynamics, students' prior knowledge, confidence in managing the learning task, collaborative strategy and communication skills. The study findings could be used to optimize collaboration by informing students directly of their activities or the teachers that scaffold these activities. Lay Description What is already known about this topic: Collaborative learning effort is influenced by how well students coordinate their activities across time and transact on each other's ideas. What this paper adds: This study examines the relation between temporal synchronicity, transactivity and the quality of group products in the context of synchronous computer‐supported collaborative learning. Neither temporal synchronicity nor transactivity was found to be directly related to the quality of group products. Implications for practice and/or policy: Collaboration groups require socio‐cognitive support not only based on the attunement of their efforts but also based on differences within groups.

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How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning

Abstract: Results show a meaningful increase in the benefits of cooperation through the training in transactive communication. Furthermore, findings indicate that students benefit from both elaborating on their partner's ideas and having their own ideas elaborated on.

Cited by 44 publications

References 60 publications

Effects of group experience and information distribution on collaborative learning

Effects of group experience and information distribution on collaborative learning

Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood

Are you with me or not? Temporal synchronicity and transactivity during CSCL

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