Later research reported that students collaborated better and learned more when their collaborative work was monitored¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Walker et al. concluded that students collaborated better and learned more when monitored, attributed to increased accountability. → McManus 2015

Evidence¶

McManus 2015¶

McManus, M. M., & Aiken, R. M. (2015). Supporting Effective Collaboration: Using a Rearview Mirror to Look Forward. International Journal of Artificial Intelligence in Education, 26, 365–377. https://doi.org/10.1007/s40593-015-0068-6

q2 · i? · review · r2

Narrative review of subsequent research: this article reports, citing Walker et al. (2014) and their Adaptive Peer Tutoring Assistant study of peer tutoring, that 'students collaborated better and learned more when they were being monitored'. The article attributes this to an increased sense of accountability, one of Johnson and Johnson's collaborative skills.

"Walker et al. concluded that students collaborated better and learned more when they were being monitored"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — related
• Collaborative Learning Improves Outcomes — related