NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Differential Effects of Problem-Solving Demands on Individual and Collaborative Learning Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Kirschner, Femke; Paas, Fred; Kirschner, Paul A.; Janssen, Jeroen – Learning and Instruction, 2011
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem…
Descriptors: Problem Solving, Cooperative Learning, High School Students, Biology
The Effects of Cooperative Learning and Feedback on E-Learning in Statistics
Peer reviewed Peer reviewed
Direct linkDirect link
Krause, Ulrike-Marie; Stark, Robin; Mandl, Heinz – Learning and Instruction, 2009
This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors "social context" (individual vs. cooperative) and "feedback intervention" (available vs. not available) were varied; participants were 137 university students. Results showed that…
Descriptors: Feedback (Response), Intervention, Self Efficacy, Prior Learning
The Role of Task Design and Argumentation in Cognitive Development during Peer Interaction: The Case of Proportional Reasoning
Peer reviewed Peer reviewed
Direct linkDirect link
Schwarz, B. B.; Linchevski, L. – Learning and Instruction, 2007
This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a proportional reasoning task, the "blocks" task as individuals and/or in dyadic interaction. We show that we could tailor the design of the task in order to…
Descriptors: Persuasive Discourse, Hypothesis Testing, Interaction, Thinking Skills
Cooperative Learning, Motivational Effects, and Student Characteristics: An Experimental Study Comparing Cooperative Learning and Direct Instruction in 12th Grade Physics Classes
Peer reviewed Peer reviewed
Direct linkDirect link
Hanze, Martin; Berger, Roland – Learning and Instruction, 2007
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students'…
Descriptors: Program Effectiveness, Teaching Methods, Physics, Learning Theories