Training improved inference drawing by increasing the efficiency of transforming pooled information into inferences rather than by increasing how often information was pooled¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Information pooling frequency showed a main effect of information distribution (partial η2 = .19) but no effect of kind of training. → 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 information-pooling frequency in the 36-dyad experiment found "a positive main effect for information distribution" (partial η2 = .19) but no effect of kind of training; pooling of shared information was higher (M = 0.98, SD = 0.06) than of unshared information (M = 0.89 in both distribution conditions).

"confirmed a positive main effect for information distribution , F(2, 64) = 7.91 , p < .01 , partial η2 = .19, but not for k ind of training, F(3, 32) = 1.76, ns"

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

Related Claims¶

• Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving — related
• Collaborative and individual inferences are less likely to be drawn than shared inferences during collaborative problem solving — related
• The training's effect on inference drawing was not limited to collaborative inferences but generally enhanced inference drawing of all types — related