Year: 2013
Type: article
Abstract: Utilizing a Preparation for Future Learning paradigm and the Interactive-Constructive-Active-Passive framework, this study examined how two different kinds of cognitively engaging activities prepared students to learn from collaborating.Findings show that preparing prior to collaborating improved learning, but a difference was not detected in the type of preparation.In addition, differences in learning outcomes were only present in measures of deep knowledge.Analyses used a multilevel method targeted to dyadic data.Discussion addresses designing collaborative classroom activities that are effective and efficient for deep learning, as well as the importance of aligning assessments to depth of learning.
Author: Rachel Lam
Institution: Arizona State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Arizona State University
OpenAlex ID: W2401553826