The Impact of Group Processing on Achievement in Cooperative Learning Groups

Yager, Stuart; Johnson, Roger T.; Johnson, David W.; Snider, Bill

doi:10.1080/00224545.1986.9713601

Cited by 76 publications

(35 citation statements)

References 9 publications

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“…For example, in an examination of: (a) cooperative learning with group processing; (b) cooperative learning without any group processing; and (c) individualistic learning, Yager, Johnson, Johnson, & Snider (1986) indicate that the participants in cooperative groups with group processing achieved higher on academic achievement, and retention measures than did the participants experiencing the other two conditions. Similarly, Johnson, Johnson, Stanne, & Garibaldi (1990) conducted a study comparing cooperation with no processing, cooperation with instructor processing, cooperation with instructor and participant processing, and individualistic efforts.…”

Section: Group Processingmentioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

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Section: Group Processingmentioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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“…Metacognitive activities that regulate activities in the content space (e.g., making plans, monitoring task progress, and evaluating plans or ideas) are considered important to successful performance during collaboration (Bonito, 2000;Cohen, 1994). Moreover, collaboration also requires coordination or regulation of activities in the relational space (cf., Yager, Johnson, Johnson, & Snider, 1986). During collaboration, group members have to discuss collaboration strategies, monitor collaboration processes, and evaluate and reflect on the manner in which they collaborated (Kirschner et al, 2009).…”

Section: Effects Of Using Group Awareness Tools On Online Collaborationmentioning

confidence: 99%

Group awareness tools: It’s what you do with it that matters

Janssen

Erkens

Kirschner

2011

Computers in Human Behavior

123

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This study examined the effect of using a group awareness tool on online collaboration. Furthermore, we examined whether the effect of using a group awareness tool on online collaboration is mediated by group awareness (i.e., students' awareness of their group members' levels of participation). To answer these questions, we determined how often and how long 107 secondary education students used the Participation-tool (PT), a group awareness tool designed to visualize group members' relative contribution to the online collaborative process. Our analyses show that duration of PT use (how long students displayed the tool on their screens) significantly predicted group members' participation in the online dialogue, their participation when writing collaborative texts, equality of participation within the group, and coordination and regulation of activities in the relational space (i.e., discussing the collaboration process with group members). No effect of using the PT on group performance was found. Mediation analyses showed that the effect of using the PT is only partially mediated by group awareness: an indirect effect of using the PT, via enhanced group awareness, on student participation during chat discussions and the collaborative writing process was found.

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“…Group reflection on the individual and group feedback received (e.g. Dewiyanti, 2005;Ulicsak, 2004;Yager, Johnson, Johnson, & Snider, 1996).…”

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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The Impact of Group Processing on Achievement in Cooperative Learning Groups

Cited by 76 publications

References 9 publications

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Group awareness tools: It’s what you do with it that matters

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

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