The analysis of negotiation of common ground in CSCL

Paas

Computers in Human Behavior

2009

Self Cite

212

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%

Section: Introductionmentioning

confidence: 99%

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

Paas

Computers in Human Behavior

2009

Self Cite

212

153

“…Studies in this so-called process-oriented tradition (Dillenbourg et al 1996; focus on interaction processes such as giving detailed, elaborated explanations (Webb and Farivar 1999), negotiating meaning (Beers et al 2007), co-constructing solutions and lines of reasoning (Van Boxtel et al 2000), and developing and formulating arguments during collaboration (Janssen et al 2010;Kuhn and Udell 2003).…”

Section: Process-oriented Collaborative Learning Research: Advantagesmentioning

confidence: 99%

Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches

et al. 2010

Self Cite

Traditional research on collaborative learning employs a "black box" approach that makes it difficult to gain a deeper understanding of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient for group members. Although cognitive load theory has been developed in the context of individual learning situations, it may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages, and to suggest how they can be combined in order to address new research questions.

“…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.