Collaborative Learning and Need for Cognition: Considering the Mediating Role of Deep Approaches to Learning

Autor/inn/en	Loes, Chad N.; An, Brian P.
Titel	Collaborative Learning and Need for Cognition: Considering the Mediating Role of Deep Approaches to Learning
Quelle	In: Review of Higher Education, 45 (2021) 2, S.149-179 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Cooperative Learning; Thinking Skills; Reflection; Cognitive Development; Learning Processes; College Freshmen + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Denkfähigkeit; Kognitive Entwicklung; Learning process; Lernprozess; Studienanfänger
Abstract	We examine the influence of collaborative learning on need for cognition among students from 17 institutions over four years of college. Net of a wide battery of potential confounding influences including precollege academic ability, race, and a pretest of the outcome measure, for example, we find collaborative learning is associated with gains in need for cognition. Moreover, we find three subconstructs of deep approaches to learning mediate this relationship. Specifically, exposure to collaborative learning activities increases students' use of higher-order learning, integrative learning, and reflective learning, which, in turn, leads to gains in need for cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01