Group Discussions and Test-Enhanced Learning: Individual Learning Outcomes and Personality Characteristics

Autor/inn/en	Stenlund, Tova; Jönsson, Fredrik U.; Jonsson, Bert
Titel	Group Discussions and Test-Enhanced Learning: Individual Learning Outcomes and Personality Characteristics
Quelle	In: Educational Psychology, 37 (2017) 2, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1143087
Schlagwörter	Group Discussion; Tests; Outcomes of Education; Comparative Analysis; Feedback (Response); Personality Traits; Discussion Groups; Memory; Cognitive Processes; Scores; Testing; Cooperative Learning; Secondary School Students; Foreign Countries; Factor Analysis; Questionnaires; Time on Task; Statistical Analysis; Retention (Psychology); Multivariate Analysis; Sweden + Suchen Sie Ihr Suchwort? Gruppendiskussion; Examination; Prüfung; Examen; Lernleistung; Schulerfolg; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Gedächtnis; Cognitive process; Kognitiver Prozess; Testdurchführung; Testen; Kooperatives Lernen; Sekundarschüler; Ausland; Faktorenanalyse; Fragebogen; Zeitaufwand; Statistische Analyse; Merkfähigkeit; Multivariate Analyse; Schweden
Abstract	This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants' need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01