When Is It Better to Learn Together? Insights from Research on Collaborative Learning

Autor/inn/en	Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya
Titel	When Is It Better to Learn Together? Insights from Research on Collaborative Learning
Quelle	In: Educational Psychology Review, 27 (2015) 4, S.645-656 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9312-8
Schlagwörter	Cooperative Learning; Teaching Methods; Group Activities; Research; Cognitive Psychology; Educational Psychology; Social Psychology; Theories + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Forschung; Kognitive Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Sozialpsychologie; Theory; Theorie
Abstract	Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to support and hinder group learning. We then review insights and illustrative findings from research in cognitive, social, and educational psychology. We conclude by proposing areas for future research to expand theories of collaboration while identifying important features for educators to consider when deciding when and how to include collaboration in instructional activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01