LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79651
Collocazione	UPS BIBL CENTR 39-C-2578
Autore	RETNOWATI, E.
Titolo	Collaborative learning effects when students have complete or incomplete knowledge. Parte componente di periodico
Descrizione fisica	pp. 681-692.
Nota generale	Estratto da: “Applied Cognitive Psychology”, 2018, 32, 6.
Riassunto	Cognitive load theory was used to hypothesize that the effectiveness of collaborative learning is moderated by the completeness of the prerequisite knowledge bases of group members. It was predicted that when group members have gaps in their knowledge base that can be filled by other group members, collaborative is superior to individual learning. In contrast, if group members have no prerequisite knowledge gaps, then collaborative learning is redundant and as a consequence inferior to individual learning. To test these, 58 grade 7 Indonesian students were randomly assigned to work collaboratively or individually on intermediate mathematics problems, with either full knowledge or gaps in their knowledge base. The results indicated that with gaps, collaboration led to superior learning. However, with a more complete knowledge, individual learning was superior to collaborative learning due to redundancy effects. The results suggest that collaboration does not always lead to superior learning compared with individual study.
Tipo di documento	RICERCA.
Soggetto	INDONESIA.
	ADOLESCENTI.
	STUDENTI.
	UNIVERSITÀ.
	APPRENDIMENTO.
	GRUPPI.
	DIDATTICA.
Ambito	Psicologico
Autore Secondario	AYRES, P.
Autore Secondario	SWELLER, J.
Titolo correlato	Applied Cognitive Psychology 2018, 32, 6.
Accesso online	Accesso diretto all’articolo

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Collaborative learning effects when students have complete or incomplete knowledge.