How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning.

Autor/inn/en	Jurkowski, Susanne; Hänze, Martin
Titel	How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning. Gefälligkeitsübersetzung: Wie man die Vorteile von Kooperation erhöht: Effekte des Trainings von transaktiver Kommunikation bei kooperativem Lernen.
Quelle	In: British journal of educational psychology, 85 (2015) 3, S. 357-371Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12077
Schlagwörter	Wissen; Interpersonale Kommunikation; Kommunikationstraining; Zwischenmenschliche Beziehung; Kooperatives Lernen; Qualität
Abstract	Developed and tested a module for training students in transactive communication. Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive communication and their learning results when working in small groups. In this study, is was assumed that the developed training would enhance students' transactive communication and also increase their knowledge acquisition during cooperative learning. Further, it was distinguished between an actor's transactive communication and a learning partner's transactive communication and expected both to be positively associated with an actor's knowledge acquisition. Participants were 79 university students. In an experiment with pre- and post-test measurements, transactive communication was measured by coding students' communication in a cooperative learning situation before training and in another cooperative learning situation after training. For the post-test cooperative learning situation, knowledge was pre-tested and post-tested. Results show that trained students outperformed controls in transactive communication and in knowledge acquisition. Positive training effects on actors' knowledge acquisition were partially mediated by the improved actors' transactive communication. Moreover, actors' knowledge acquisition was positively influenced by learning partners' transactive communication. It is concluded that students benefit from both elaborating on their partner's ideas and having their own ideas elaborated on. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3