Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2011 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Across a testing phase with no guidance, dyads that had received any training drew more inferences than untrained control dyads. → Deiglmayr 2011
Evidence¶
Deiglmayr 2011¶
Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441-451. https://doi.org/10.1016/j.learninstruc.2010.06.004
q3 · i3 · causal · r2
Two-way mixed model ANOVA on testing-phase inference-drawing frequency across the four training conditions of the experiment (36 dyads, 9 per condition) confirmed a "positive effect on the number of inferences collaborators drew during testing" (partial η2 = .36). The planned comparison of trained versus control dyads yielded "t(35) = 2.74, p = .01, Cohen's d = 0.65".
"kind of training had a positive effect on the number of inferences collaborators drew during testing , F(3,32)= 6.03 , p < .01, partial η2 = .36"
Discussion¶
Learner Variables¶
- Inferencing — outcome: instruction changes it
Related Claims¶
- The training's effect on inference drawing was not limited to collaborative inferences but generally enhanced inference drawing of all types — a narrower finding that bears on this claim
- Training improved inference drawing by increasing the efficiency of transforming pooled information into inferences rather than by increasing how often information was pooled — related
- Reflected case-based training combined with explicit strategy instruction and adaptive tutoring yields the best transfer performance, whereas strategy instruction without tutoring adds no benefit over case-based training alone — related
- Collaborative and individual inferences are less likely to be drawn than shared inferences during collaborative problem solving — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
collaboration-training-increases-inference-drawing-at-transfer |
title |
Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving |
description |
Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — deiglmayr-2011 |
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