Effects of Group Experience and Information Distribution on Collaborative Learning

Autor/inn/en	Zambrano, Jimmy; Kirschner, Femke; Sweller, John; Kirschner, Paul A.
Titel	Effects of Group Experience and Information Distribution on Collaborative Learning
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 47 (2019) 5, S.531-550 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zambrano, Jimmy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-019-09495-0
Schlagwörter	Cooperative Learning; Retention (Psychology); Cognitive Processes; Difficulty Level; Secondary School Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Merkfähigkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Sekundarschüler; Unterrichtserfolg
Abstract	Collaborative learning is a widely used instructional technique, but factors determining its effectiveness still are unclear. Cognitive load theory was used to examine the effects of prior collaborative experience and density of distribution of information amongst learners on short-term retention and delayed retention tests, as well as cognitive efficiency of collaborative learning and its outcomes. Data obtained with 240 secondary school students showed that groups with experience in collaboration outperformed and were more cognitively efficient than inexperienced groups, and low information density increased performance during the learning process. Also, when tasks required processing high information density, experienced groups were more cognitively efficient than inexperienced groups. For tasks with low information density no difference was found. These results provide instructional implications for designing effective collaborative learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01