Training for fostering knowledge co-construction from collaborative inference-drawing

Abstract Groups typically have difficulties drawing inferences that integrate individuals’ unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be drawn than two other types of inferences that did not require collaborative information processing. Reflected case-based training led to more inferences during subsequent testing. Testing performance was highest if the training had also included explicit strategy instruction in combination with adaptive tutoring. However, explicit strategy instruction without adaptive tutoring offered no advantage.

[1]  Fleur Ruth Prinsen,et al.  Gender-related differences in computer-mediated communication and computer-supported collaborative learning , 2007, J. Comput. Assist. Learn..

[2]  A. Hollingshead,et al.  From cooperative to motivated information sharing in groups: moving beyond the hidden profile paradigm , 2004 .

[3]  Michelene T. H. Chi,et al.  Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities , 2009, Top. Cogn. Sci..

[4]  Hans Spada,et al.  Collaborative problem-solving with distributed information: The role of inferences from interdependent information , 2010 .

[5]  K. Kumpulainen,et al.  Collaborative Inquiry and the Construction of Explanations in the Learning of Science. , 2002 .

[6]  P. Winne,et al.  Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .

[7]  Arthur C. Graesser,et al.  When Are Tutorial Dialogues More Effective Than Reading? , 2007, Cogn. Sci..

[8]  John R. Anderson,et al.  The acquisition of robust and flexible cognitive skills. , 2008, Journal of experimental psychology. General.

[9]  Samuel N Fraidin,et al.  When is one head better than two? Interdependent information in group decision making , 2004 .

[10]  E. Aronson.  The Jigsaw Classroom , 1978 .

[11]  Hans Spada,et al.  Developing Adaptive Collaboration Support: The Example of an Effective Training for Collaborative Inferences , 2010 .

[12]  A. Zohar,et al.  The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students☆ , 2008 .

[13]  Anthonius J.M. de Jong,et al.  Types and qualities of knowledge , 1993 .

[14]  N. Pennington,et al.  Reasoning in explanation-based decision making , 1993, Cognition.

[15]  Donald F. Dansereau,et al.  Development and Evaluation of a Learning Strategy Training Program. , 1979 .

[16]  Hans Spada,et al.  The Active Integration of Information during Learning with Dynamic and Interactive Visualisations , 2004 .

[17]  N. Webb.  Peer interaction and learning in small groups , 1989 .

[18]  D. Wegner.  Transactive Memory: A Contemporary Analysis of the Group Mind , 1987 .

[19]  C. Howe,et al.  Social effects of collaborative learning in primary schools , 2010 .

[20]  John R. Anderson,et al.  Cognitive Tutors: Lessons Learned , 1995 .

[21]  Walter Kintsch,et al.  Comprehension: A Paradigm for Cognition , 1998 .

[22]  Ryszard S. Michalski,et al.  The Logic of Plausible Reasoning: A Core Theory , 1989, Cogn. Sci..

[23]  G. Stasser,et al.  Pooling of Unshared Information in Group Decision Making: Biased Information Sampling During Discussion , 1985 .

[24]  Andrea Gregg,et al.  Learning From Doing: Lessons Learned From Designing and Developing an Educational Software Within a Heterogeneous Group , 2021, Int. J. Web Based Learn. Teach. Technol..

[25]  John V. Dempsey,et al.  Interactive Instruction and Feedback , 1993 .

[26]  Alexander Renkl,et al.  Computer-supported example-based learning: When instructional explanations reduce self-explanations , 2006, Comput. Educ..

[27]  John R. Anderson,et al.  Implications of the ACT-R Learning Theory: No Magic Bullets , 2000 .

[28]  M. Anne Britt,et al.  Reading multiple texts about climate change: The relationship between memory for sources and text comprehension , 2010 .

[29]  E. Cohen.  Restructuring the Classroom: Conditions for Productive Small Groups , 1994 .

[30]  Philip N. Johnson-Laird,et al.  Plausibility and the comprehension of text , 1986 .

[31]  B. Rittle-Johnson,et al.  Flexibility in Problem Solving: The Case of Equation Solving. , 2008 .

[32]  M. Segers,et al.  Effects of problem-based learning: a meta- analysis , 2003 .

[33]  R. Ploetzner,et al.  Collaboration on the Basis of Complementary Domain Knowledge: Observed Dialogue Structures and Their Relation to Learning Success. , 2001 .

[34]  Annemarie S. Palincsar,et al.  Group processes in the classroom. , 1996 .

[35]  M. Bannert,et al.  Construction and interference in learning from multiple representation , 2003 .

[36]  N. Rummel,et al.  Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings , 2005 .

[37]  N. Mercer.  The quality of talk in children’s collaborative activity in the classroom , 1996, Language and the Joint Creation of Knowledge.

[38]  Nicolas Michinov,et al.  Investigating the Relationship between Transactive Memory and Performance in Collaborative Learning. , 2009 .

[39]  B. Mullen,et al.  Theories of group behavior , 1987 .