Work

Effects of group experience and information distribution on collaborative learning

Year: 2019

Type: article

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.

Source: Instructional Science

DOI: 10.1007/s11251-019-09495-0

Authors: Jimmy Zambrano, Femke Kirschner, John Sweller, Paul A. Kirschner

Institutions: Open University of the Netherlands, Utrecht University, UNSW Sydney, University of Oulu

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,690