The Benefits of Peer Collaboration: A Replication with a Delayed Posttest

Fleming, Victoria; Alexander, Joyce M.

doi:10.1006/ceps.2001.1082

Cited by 17 publications

(10 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The decision to administer the CCCE six months after the camp experience was supported in educational literature (Berti & Andriolo, 2012). As supported in literature, the results of the delayed posttest were used to determine the level of cognitive retention (Fleming & Alexander, 2001;Hall & Edmondson, 1992;Ramraje & Sable, 2011). Dillman (2000) explained that survey implementation has a much greater bearing on response rate than the actual design and quality of the questionnaire and outlined five elements for achieving high response rates: (a) creation of a respondent-friendly questionnaire, (b) four separate mailings to each subject by first class mail, with an additional special contact, (c) return envelopes with first class stamps, (d) personalized mailings to each subject, and (e) prepaid incentives.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain Over Time

Brown¹,

Terry²,

Kelsey³

2013

JAE

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain Over Time

Brown¹,

Terry²,

Kelsey³

2013

JAE

View full text Add to dashboard Cite

“…It led to sharing of ideas and strategies among the participants (Fleming & Alexander, 2001;Manion & Alexander, 1997). Janet effectively used students as an asset to teach and review various strategies and ways of thinking in the classroom (Weinstein et al, 2011).…”

Section: Moving From Social Interactions To Srlmentioning

confidence: 99%

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Alvi

Gillies

2015

International Journal of Educational Research

View full text Add to dashboard Cite

“…Also, information that had to be integrated across participants would be more likely to be the subject of collaborative discussion, and thus be subject to social associations that would increase long term retention (Fleming & Alexander, 2001). The test design allows us to separate out evidence for information sharing from evidence of integrative elaboration.…”

Section: Post-test Designmentioning

confidence: 99%

Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments

Suthers

Vatrapu

Medina

et al. 2008

Computers & Education

145

View full text Add to dashboard Cite

Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge mapping representations as an adjunct to or replacement for threaded discussion in problem solving by asynchronously communicating dyads. Results show that users of knowledge maps created more hypotheses earlier in the experimental sessions and elaborated on them more than users of threaded discussions. Participants using knowledge maps were more likely to converge on the same conclusion and scored significantly higher on post-test questions that required integration of information distributed across dyads in a hidden profile design, suggesting that there was greater collaboration during the session. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion.The paper also offers a methodological contribution: a paradigm for practical experimental study of asynchronous collaboration. It is crucial to understand how to support collaborative knowledge construction in the asynchronous settings prevalent in online learning, yet prior experimental research has focused on face-to-face and synchronous collaboration due to the pragmatic problems of conducting controlled studies of asynchronous interaction. A protocol is outlined that enables study of asynchronous collaboration in a controlled setting.

show abstract

The Benefits of Peer Collaboration: A Replication with a Delayed Posttest

Cited by 17 publications

References 24 publications

The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain Over Time

The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain Over Time

Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences

Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments

Contact Info

Product

Resources

About