The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction

Hooper, Simon; Hannafin, Michael J.

doi:10.1007/bf02296436

Cited by 100 publications

(76 citation statements)

References 20 publications

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“…Indeed, empirical evidence suggests that grouping influences the degree to which different achievers (low, average, high) respond and participate within a group (Saleh, Lazonder, & De Jong, 2005;Webb, 1991). For instance, low-ability students perform well in heterogeneous groups in which they have the possibility of interacting with more competent individuals, asking questions, receiving explanations, and filling in the gaps in their knowledge (Lou et al, 1996;Hooper & Hannafin, 1991). As far as students with high ability are concerned, they can benefit from both heterogeneous and homogenous groups (Lou et al, 1996;Saleh et al, 2005).…”

Section: Importance Of Structuring Cooperation In Heterogeneous Groupsmentioning

confidence: 99%

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

Buchs¹,

Wiederkehr²,

Filippou³

et al. 2015

Inovacije u nastavi

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Section: Importance Of Structuring Cooperation In Heterogeneous Groupsmentioning

confidence: 99%

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

Buchs¹,

Wiederkehr²,

Filippou³

et al. 2015

Inovacije u nastavi

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“…Studies by Webb (1982Webb ( , 1989 show that high-ability students in heterogeneous groups participate more than others. A study by Hooper and Hannafin (1991), on the other hand shows that low-ability students participated more actively and completed the instruction more efficiently in heterogeneous groups than in homogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high-or low-ability students.…”

Section: Differences In Participation Between Student Categoriesmentioning

confidence: 99%

“…Heterogeneous groups according to gender, socio-cultural background and ability (e.g. Hooper & Hannafin, 1991;Webb, 1985). 3.…”

Section: Instructional Design Principlesmentioning

confidence: 99%

Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?

Prinsen

Volman

Terwel

et al. 2009

Computers & Education

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a b s t r a c tComputer-supported collaborative learning (CSCL) is aimed at enhancing and supporting the active participation of all students in knowledge sharing and knowledge co-construction. In this study, an experimental programme was designed to support students in elaborating and justifying their positions in CSCL discussions. The effects of this experimental programme on the participation of students as compared to their counterparts in a control programme were determined. It was hypothesised that special attention to elaboration improves the degree and quality of student's participation. The subjects in the study were 190 students from nine different primary school classes. The results both show a main effect on the degree of participation of students in the experimental programme and the expected effects of the programme in terms of better quality participation. Although the programme aimed at enhancing the degree and quality of the participation of all students, participation appeared to depend on certain learner characteristics. Students from minority backgrounds benefited less than majority students from the programme in terms of degree of participation. Boys benefited less than girls from the programme in terms of the quality of their participation.

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“…Students in such situations find that they not only have to regulate themselves, but are also regulated by, and regulate, others. According to Hooper and Hannafin (1991) and Amelia et al (2009) learners should employ collaborative and cooperative learning in order to facilitate constructivist learning. Learners should be able to work with other learners to develop the real-life learning experience of working in a group.…”

Section: Computer-mediated Communication and Constructivismmentioning

confidence: 99%

The Use of Asynchronous Forum to Enhance Reading Comprehension of Distance Learners

Mohamad¹,

Hussin²,

Amir³

et al. 2012

ASS

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The Internet is widely available in Malaysia and due to improved bandwidth, and students now spend considerable time reading online materials (hypermedia documents) in order to complete their assignments. This is especially the case for distance learners who have little opportunity to attend face-to-face tutorials and rely instead on course materials that are uploaded to the institution's website. This case study explored the extent to which an asynchronous forum enhances the reading comprehension of distance learners specific to Life Sciences hypermedia documents. As part of their assignments, students discussed two questions via the online forum which were designed with the intent of assisting them in developing fuller comprehension of two course units. Semi-structured interviews, observations and document analysis (online forum discussion threads) were employed to assess effects. It was found that feedback through discussion via an asynchronous forum enhanced levels of comprehension for the students involved. It was also found that an asynchronous forum provides ample time for students to read extensively and subsequently discuss subject materials when they are ready to do so, and in a convenient manner. It was also found that students obtained and shared information from a myriad of sources which promoted intensive and extensive reading. It is believed that this study provides insights that will assist course designers as well as teachers in increasing student reading comprehension through asynchronous forum, in terms of the needs, difficulties and requirements of distance learners.

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The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction

Cited by 100 publications

References 20 publications

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?

The Use of Asynchronous Forum to Enhance Reading Comprehension of Distance Learners

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