Literaturnachweis - Detailanzeige
| Autor/inn/en | Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent |
|---|---|
| Titel | Learning alone or together? A combination can be best! |
| Quelle | Aus: Smith, Brian K. (Hrsg.); Borge, Marcela (Hrsg.); Mercier, Emma (Hrsg.); Lim, Kyo Yon (Hrsg.): Making a difference: prioritizing equity and access in CSCL. 12th International Conference on Computer-Supported Collaborative Learning (CSCL) 2017. 1. 12th International Conference on Computer Supported Collaborative Learning, June 18-22, 2017, Philadelphia, PA, Drexel University School of Education, University of Pennsylvania Graduate School of Education. Philadelphia, PA: International Society of the Learning Sciences (2017) S. 95-101
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| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
| ISBN | 978-0-9903550-0-7 |
| Schlagwörter | Vergleich; Individuelles Lernen; Kollaboration |
| Abstract | Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined condition to individual -only or collaborative -only learning conditions using intelligent tutoring systems for fractions. The study was conducted with 382 4th and 5th grade students. Students across all three conditions had significant learning gains. However, the combined condition had higher learning gains than the individual or collaborative condition. This difference was more pronounced for 4th grade students than for 5th grade students. In addition, we found that students in the combined condition expressed higher situational interest in the activity compared to those working individually and the same as students working only collaboratively. Through a combination, we may support better student learning. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | 2019/3 |
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