Successful groups respond more appropriately to proposals and maintain joint attention better than less successful groups, and their members outperform on individual mastery and transfer tests¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Members of successful groups displayed higher levels of engaged responses to correct proposals and better maintained joint attention than members of less successful groups, and outperformed them on individual mastery and transfer tests. → Janssen 2010

Evidence¶

Janssen 2010¶

Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9131-x

q2 · i? · review · r2

The review reports Barron's (2003) study comparing successful and less successful groups, using the group as unit of analysis: "Successful groups display higher levels of these engaged responses compared with unsuccessful groups." It also states Barron's successful-group members outperformed less successful groups' members on individual mastery and transfer tests. No effect sizes are printed.

"Successful groups display higher levels of these engaged responses compared with unsuccessful groups. Furthermore, members of successful groups were better at maintaining joint attention because their contributions were more often in line with previous discussion."

Discussion¶

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 tasks should be complex enough that joint effort is worthwhile, engaging the collective working memory effect — related