Are Two Heads Always Better than One? Differential Effects of Collaboration on Students' Computer-Supported Learning in Mathematics

Autor/inn/en	Mullins, Dejana; Rummel, Nikol; Spada, Hans
Titel	Are Two Heads Always Better than One? Differential Effects of Collaboration on Students' Computer-Supported Learning in Mathematics
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 6 (2011) 3, S.421-443 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-011-9122-z
Schlagwörter	Video Technology; Feedback (Response); Computer Assisted Instruction; Learning Processes; Mathematical Concepts; Problem Solving; Mathematics Instruction; Intelligent Tutoring Systems; Cooperative Learning; Educational Strategies; Instructional Effectiveness; Mathematics Tests; Comparative Analysis + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Problemlösen; Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Kooperatives Lernen; Lehrstrategie; Unterrichtserfolg
Abstract	While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type of knowledge that is promoted by the instruction. If the instructional material requires students to reason with mathematical concepts, collaboration may increase students' learning outcome as it promotes mutual elaboration. If, however, the instructional material is focused on practicing procedures, collaboration may result in task distribution and thus reduce practice opportunities necessary for procedural skill fluency. To evaluate differential influences of collaboration, we compared four conditions: individual vs. collaborative learning with conceptual instructional material, and individual vs. collaborative learning with procedural instructional material. The instruction was computer-supported and provided adaptive feedback. We analyzed the effect of the conditions on several levels: Logfiles of students' problem-solving actions and video-recordings enabled a detailed analysis of performance and learning processes during instruction. In addition, a post-test assessed individual knowledge acquisition. We found that collaboration improved performance during the learning phase in both the conceptual and the procedural condition; however, conceptual and procedural material had a differential effect on the quality of student collaboration: Conceptual material promoted mutual elaboration; procedural material promoted task distribution and ineffective learning behaviors. Consequently, collaboration positively influenced conceptual knowledge acquisition, while no positive effect on procedural knowledge acquisition was found. We discuss limitations of our study, address methodological implications, and suggest practical implications for the school context. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10