Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Abstract

The impacts of computer-assisted cooperative, competitive, and individualistic instruction were compared on student achievement and attitudes. Seventy-three eighth graders were randomly assigned to conditions stratified for sex and ability. In all conditions students completed the same computer-assisted instructional unit. The results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement, more successful problem solving, and higher performance on factual recognition, application, and problemsolving test items than does computer-assisted competitive or individualistic learning. The girls' attitudes, compared with the boys', were adversely affected within the competitive condition.The instructional use of computers is mushrooming within the United States. The number of personal computers for instructional use in public elementary and secondary schools rose from 31,000 in 1981 to 325,000 in 1983 and is expected to double in each of the next 5 years. This growth of computer technology presents education with several challenges. One is promoting computers' effective instructional use without increasing the isolation and alienation of students. Computer-assisted instruction brings with it the possibility that student interaction with computers may result in less interaction with teachers and classmates. An individualistic assumption has dominated the instructional use of computers. One student to a computer is the usual rule, and computer programs have been written accordingly. Many teachers and software designers automatically assume that all computer-assisted instruction should be structured individualistically. The assumption that

Social Aspects of CSCL Environments: A Research Framework

“…This relationship is the very reason why collaborative learning is deployed (Kearsley, 1995;Laurillard, 2002;Lethinen, Hakkarainen, Lipponen, Rahikainen, & Muukkonen, 2001;Vygotsky, 1978). Collaborative learning provides the social context where learners may become actively involved in cognitive processes such as grounding, critical thinking, and knowledge construction, which benefit deep learning and retention of the concepts learned (Biggs, 1987;Johnson et al, 1985).…”

“…Thus, social interaction is an essential condition for collaborative learning (Johnson, Johnson, & Stanne, 1985). Web 2.0 technologies seem to be a promising vehicle to promote such interactions within CSCL environments.…”

The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

“…Some studies demonstrate significantly higher achievement for collaborative groups (Dalton et al, 1989;Hooper et al, 1993;Johnson et al, 1985;1986), while others find no significant differences between individuals and small groups (Carrier & Sales, 1987;Makuch et al, 1992;Webb, 1985). Webb (1987) reviewed 14 studies comparing achievement between group and individual computer work and found similar results; only five studies found differences favoring the group activity.…”

“…"Group-to-individual transfer occurs when students...demonstrate mastery of the material being studied on a subsequent test taken individually" (Yager, Johnson, & Johnson, 1985, p. 61). Research on collaborative, computer-based instruction generally supports this assertion; students working collaboratively in computer-based instruction perform as well as students working alone (Carrier & Sales, 1987;Makuch, Robillard, & Yoder, 1992;Webb, 1985; and often perform better (Dalton, Hannafm, & Hooper, 1989;Hooper, Temiyakara, & Williams, 1993;Johnson, Johnson, & Stanne, 1985;1986).…”

Croyances épistémiques, buts d’accomplissement de soi et engagement dans l’utilisation d’un média électronique chez des étudiants

“…et l'effet positif de certains objectifs pédagogiques (présenter un travail à un public, rechercher des informations ou communiquer électroniquement) sur l'effort délibéré d'utiliser cet outil hors classe. Des recherches quantitatives (Johnson, Johnson et Stanne, 1985) et des synthèses (Lou, Abrami et d'Apollonia, 2001) sur le travail en petits groupes avec technologies informatiques montrent que, comparativement à d'autres situations, travailler en groupe coopératif a des conséquences positives sur le plan des acquisitions, des efforts et des attitudes des élèves. Les travaux menés dans le domaine plus précis des CMO montrent que ces dispositifs encouragent les étudiants à réfléchir sur leurs propres points de vue et ceux des autres, les forcent à clarifier leurs pensées par l'écriture et les aident à prolonger leur réflexion (Hara, Bonk et Angeli, 1998;Kang, 1998;Bereiter et Scardamalia, 1992;Sherry, 2000).…”