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Self and Social Regulation of Learning during Collaborative Activities in the Classroom: The Interplay of Individual and Group Cognition
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Grau, Valeska; Whitebread, David – Learning and Instruction, 2012
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8…
Descriptors: Learning Activities, Social Environment, Self Management, Cooperative Learning
Differential Effects of Problem-Solving Demands on Individual and Collaborative Learning Outcomes
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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
High-Level Co-Regulation in Collaborative Learning: How Does It Emerge and How Is It Sustained?
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Volet, Simone; Summers, Mark; Thurman, Joanne – Learning and Instruction, 2009
This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students…
Descriptors: Group Activities, Cooperative Learning, Video Technology, College Students
Constructing Knowledge with an Agent-Based Instructional Program: A Comparison of Cooperative and Individual Meaning Making
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Moreno, Roxana – Learning and Instruction, 2009
Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during…
Descriptors: Cooperative Learning, Botany, Science Instruction, College Students
Collaborative Inquiry and the Construction of Explanations in the Learning of Science.
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Kaartinen, S.; Kumpulainen, K. – Learning and Instruction, 2002
Studied the construction of explanations in a social situation of science learning in which 18 university students in Finland participated. Introduced an analytic tool for untangling the processes of explanation building that takes a synchronous and diachronic approach to communicative and cognitive processes of student discourse. Data show how…
Descriptors: College Students, Communication (Thought Transfer), Constructivism (Learning), Cooperative Learning
Cooperative Learning, Motivational Effects, and Student Characteristics: An Experimental Study Comparing Cooperative Learning and Direct Instruction in 12th Grade Physics Classes
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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