Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/478
Title: The Effect of the Prior Collaborative Experience on the Effectiveness and Efficiency of Collaborative Learning
Authors: R., Jimmy Zambrano
Kirschner, Femke
Kirschner, Paul
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: R., J. Z., Kirschner, F., & Kirschner, P. (2018). The Effect of the Prior Collaborative Experience on the Effectiveness and Efficiency of Collaborative Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This study investigates, from a cognitive load perspective, the effect of prior collaborative experience on the effectiveness and efficiency of collaborative learning. Performance, mental effort, and efficiency were measured during collaborative learning and in individual post-tests after one and seven days (i.e., retention and delayed retention test respectively). The results with 90 high school participants found that students who were members of experienced groups outperformed, invested less mental effort, and were more cognitively efficient than students in non-experienced groups in both tests. These results have important instructional implications for designing collaborative environments and provide support for the advantages of forming teams with relevant collaborative experiences before starting collaborative learning.
URI: https://doi.dx.org/10.22318/cscl2018.112
https://repository.isls.org//handle/1/478
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
13.pdf287.96 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.