Learning Alone or Together? A Combination Can Be Best! [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (12th, Philadelphia, PA, Jun 18-22, 2017).

Autor/inn/en	Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent
Titel	Learning Alone or Together? A Combination Can Be Best! [Konferenzbericht] Paper presented at the International Conference on Computer Supported Collaborative Learning (12th, Philadelphia, PA, Jun 18-22, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Grade 4; Grade 5; Elementary School Students; Independent Study; Comparative Analysis; Intelligent Tutoring Systems; Educational Technology; Technology Uses in Education; Achievement Gains; Teaching Methods; Age Differences; Student Interests; Mathematics Instruction; Fractions; Problem Solving; Quasiexperimental Design; Pretests Posttests; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Selbststudium; Intelligentes Tutorsystem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Studieninteresse; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Problemlösen
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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01