Learning through synchronous electronic discussion

Paas

Computers in Human Behavior

2009

208

153

The effects of individual versus group learning (in triads) on efficiency of retention and transfer test performance in the domain of biology (heredity) among 70 high-school students were investigated. Applying cognitive load theory, the limitations of the working memory capacity at the individual level were considered an important reason to assign complex learning tasks to groups rather than to individuals. It was hypothesized that groups will have more processing capacity available for relating the information elements to each other and by doing so for constructing higher quality cognitive schemata than individuals if the high cognitive load imposed by complex learning tasks could be shared among group members. In contrast, it was expected that individuals who learn from carrying out the same complex tasks would need all available processing capacity for remembering the interrelated information elements, and, consequently, would not be able to allocate resources to working with them. This interaction hypothesis was confirmed by the data on efficiency of retention and transfer test performance; there was a favorable relationship between mental effort and retention test performance for the individual learners as opposed to a favorable relationship between transfer test performance and mental effort for the students who learned in groups. Collaborative learning models are based on the premise that certain types of learning are best achieved interactively rather than through a one-way transmission process (Johnston, James, Lye, & McDonald, 2000;Littleton & Häkkinen, 1999;Slavin, 1983Slavin, , 1995Veerman & Veldhuis-Diermanse, 2001;Weigel, 2002). Although collaborative learning is emerging as a promising educational approach, research on its effects on learning has been highly inconclusive (Kester & Paas, 2005). We believe that these inconclusive results have, among other things, been caused by a lack of attention to the structures constituting human cognitive architecture (Sweller, 1988;Sweller, Van Merriënboer, & Paas, 1998) when designing collaborative learning environments.Research stressing the potential of collaborative learning shows that collaborative learning environments can stimulate and/or enable learners to engage in activities that are valuable for learning. Activities such as self-directed learning, negotiating meaning (Beers, Boshuizen, & Kirschner, 2007;Kirschner, Beers, Boshuizen, & Gijselaers, 2008), verbalizing explanations, justifications and reflections, giving mutual support (Van Boxtel, Van der Linden, & Kanselaar, 2000), and developing arguments about complex problems or propositions (Munneke, Andriessen, Kanselaar, & Kirschner, 2007) have been found to facilitate the learning process. Collaborative learning has also been shown to help learners retain the learned information longer (Morgan, Whorton, & Gunsalus, 2000) and to foster their higher-order skills more than in more traditional lecture-based learning environments (Sloffer, Dueber, & Duffy, 1999). It is important to note that...

Section: Discussionmentioning

confidence: 99%

Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency

Paas

Computers in Human Behavior

2009

208

153

“…It has been observed that students rarely engage in the communication processes (in face to face learning in general and online learning in particular) that comprise critical discourse, and even if they try to do so very rarely, they fail to achieve the desired results (Veerman, Andriessen, & Kanselaar, 2000). After its introduction to virtual mode of educational settings in 1980s, there have been permanent questions about the most excellent way to use this communication technology for education.…”

Section: Literature Reviewmentioning

confidence: 99%

Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan

Perveen

2015

Open Praxis

The paper critically evaluated the discursive practices on the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The paramount objective of the study was to conduct a critical discourse analysis (CDA) of the MDB on the Learning Management System (LMS) of VUP. For this purpose, the academic power relations of the students and instructors were evaluated by analyzing whose discourse was dominant in communication with each other on MDB. The researcher devised a model based on the blended theoretical framework of Norman Fairclough and Teun van Dijk to critically analyze the linguistics, ideological, semiotic and socio cognitive-cultural undercurrents in the production and reception processes of MDB discourse. The primary data of the MDB of English Comprehension (ENG101) course was randomly selected to be qualitatively analyzed for this research study. The findings demonstrated that the learners were at a disadvantage because of their lack of command of the English language. However, quick and pertinent replies from instructors revealed students' empowerment in an educational discursive practice. The results indicated a balance of power relations amongst instructors, students and the University. However, the need to improve the critical thinking of the students to further empower them was strongly felt.

“…Group-based learning is a good option when a multidisciplinary approach or diversity of expertise is needed to solve a problem or carry out a task (Kirschner, Beers, Boshuizen & Gijselaers, 2008). Other cases appropriate for group-based learning include argumentative learning (Munneke, Andriessen, Kanselaar & Kirschner, 2007) or when reflection (King, 2007), negotiation (Beers, Boshuizen & Kirschner, 2007) or debating are being taught (Leitão, 2000;Veerman, Andriessen & Kanselaar, 2000). Different groups of students can use different creative ways to solve the problems (Barrow, 2010).…”

Section: Pedagogical Rootsmentioning

confidence: 99%

Innovation Pedagogy for Universities of Applied Sciences

Kettunen¹

2011

This study presents the concept of innovation pedagogy, which is a pedagogical approach developed for the universities of applied sciences. Innovation pedagogy emphasises efficient learning and the institution's external impact on regional development. It is based on customer-oriented and multi-field needs of working life; integrates applied research and development and entrepreneurship with education in a flexible way; and promotes regional and international networking. This approach is clearly wider than the traditional individual-based learning, because it emphasises group-based and networked learning to promote innovations in working life.