Teach three collaboration strategies for drawing collaborative inferences: information connection, information pooling, and information take-up¶

Strategy · All strategies
Evidence · 6 claims (3 for, 3 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

The article's explicit strategy instruction taught students three named collaboration strategies in an approximately 850-word expository text read before the training case. The "information connection strategy" is a general inference-drawing strategy of looking for interconnections between incoming and old information; the "information pooling strategy" tells speakers to share information they cannot yet fit into the bigger picture; the "information take-up strategy" tells listeners to focus reactions on the new information in a partner's contributions.

Design Implications¶

Context¶

Requirements¶

• Strategy application must be practised on a carefully designed training case in which collaborative inferences are needed for the correct solution

Constraints¶

• In the experiment, instruction without adaptive tutoring during practice offered no measurable advantage over case-based training alone at transfer

Target Learners¶

• university-level students collaborating on distributed-information problem-solving tasks

Target Learning Goals¶

• drawing collaborative inferences that integrate partners' unique information

Claims¶

• Training in collaboration strategies increases the frequency with which student dyads draw inferences during subsequent unscaffolded collaborative problem solving [+M]
• The training's effect on inference drawing was not limited to collaborative inferences but generally enhanced inference drawing of all types [+M]
• Training improved inference drawing by increasing the efficiency of transforming pooled information into inferences rather than by increasing how often information was pooled [+M]
• 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 [~M]
• Collaborative and individual inferences are less likely to be drawn than shared inferences during collaborative problem solving [~W]
• Correct solutions on the transfer case increased from control to tutored training, but instructed training dyads solved the case least often and the overall difference was not statistically significant [~W]

Related Strategies¶

• Making Inferences

Examples¶

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Key Sources¶

• 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