Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings.

Autor/inn/en	Deiglmayr, Anne; Schalk, Lennart
Titel	Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings. Gefälligkeitsübersetzung: Schwache und starke gegenseitige Abhängigkeit von Wissen: Ein Vergleich zweier Begründungen für die Verteilung von Informationen zwischen Lernenden beim kollaborativen Lernen.
Quelle	In: Learning and instruction, (2015) 40, S. 69-78Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.08.003
Schlagwörter	Kooperatives Lernen; Lernen; Lehrmethode; Peer Group Teaching; Unterweisung; Computerunterstütztes Verfahren; Kollaboration; Gruppendiskussion; Bachelor-Studiengang; Schema; Student
Abstract	Compared 2 rationales for distributing information among learners in a computer-supported collaborative learning setting. 78 college students (aged 18-36 years) worked in 3-person groups according to one of two information distribution conditions: (1) distribution of knowledge on core concepts in traditional jigsaw-type script to facilitate strong knowledge interdependence, or (2) distribution of only contextual information in a modified jigsaw-type script to establish only weak knowledge interdependence. The learning material pertained to mathematical urn models. Participants' individual self-explanations, group chat, and learning outcomes were analyzed. The results indicated that weak knowledge interdependence facilitated low prior knowledge learners' transfer performance. Weak knowledge interdependence also supported learners' interactive knowledge co-construction during collaboration. This collective co-construction impacted the effects of knowledge interdependence on individual learning outcomes. The findings suggest that a modified jigsaw-type script may enhance the interaction between individual and collaborative learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3