Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Instructional Science

Volumn 39, Issue 2, 2011, Pages 189-204

  van Blankenstein, Floris M ^a   Dolmans, Diana H J M ^a   van der Vleuten, Cees P M ^a   Schmidt, Henk G ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Collaborative learning; Elaboration; Problem based learning; Small group learning; Verbal explanation

Indexed keywords

EID: 79951852671     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-009-9124-7     Document Type: Article

References (46)

1. Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning? Cognition and Instruction, 22(1), 61-79.
2. Chi, M. T. H., DeLeeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
3. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
4. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
5. Dansereau, D. F. (1988). Cooperative learning strategies. In A. Patricia, C. E. Weinstein, & E. T. Goetz (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 103-120). San Diego, CA: Academic Press.
6. De Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001). Effects of problem-based learning on studying a subsequent text: A randomized trial among first year medical students. Instructional Science, 29, 33-44.
7. Dochy, F., Segers, M., van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533-568.
8. Eisenstaedt, R. S., Barry, W. E., & Glanz, K. (1990). Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners. Academic Medicine, 65(9), 511-512.
9. Johnson, D. W., Johnson, T. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
10. King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal learning. American Educational Research Journal, 27(4), 664-687.
11. King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology, 83(3), 307-317.
12. King, A. (2007). Beyond literal comprehension: A strategy to promote deep understanding of text. In D. S. McNamara (Ed.), Reading comprehension strategies (pp. 267-290). Mahwah, N. J.: Lawrence Erlbaum Associates Publishers.
13. King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152.
14. Larson, C. O., Dansereau, D. F., O'Donnell, A. M., Hythecker, V. I., Lambiotte, J. G., & Rocklin, T. R. (1985). Effects of metacognitive and elaborative activity on cooperative learning and transfer. Contemporary Educational Psychology, 10(4), 342-348.
15. Mayer, R. E. (1985). Structural analysis of science prose: Can we increase problem-solving performance? In B. K. Britton & J. Black (Eds.), Understanding expository text: A theoretical and practical handbook for analyzing explanatory text (pp. 65-87). Hillsdale, N. J.: Erlbaum Associates.
16. Mayer, R. E., & Cook, L. K. (1981). Effects of shadowing and prose comprehension. Learning and Cognition, 9(1), 101-109.
17. McDonald, B. A., Larson, C. O., Dansereau, D. F., & Spurlin, J. E. (1985). Cooperative dyads: Impact on text learning and transfer. Contemporary Educational Psychology, 10(4), 369-377.
18. Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6(4), 359-377.
19. Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377.
20. Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.
21. Middelink, J. W. (1991). Systematische natuurkunde voor bovenbouw VWO. Apeldoorn: van Walraven.
22. O'Donnell, A. M. (1996). Effects of explicit incentives on scripted and unscripted cooperation. Journal of Educational Psychology, 88(1), 74-86.
23. O'Donnell, A. M. (2006). The role of peers and group learning. In P. H. E. A. Winne & A. Patricia (Eds.), Handbook of educational psychology (pp. 781-802). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
24. O'Donnell, A. M., Dansereau, D. F., Hall, R. H., Skaggs, L. P., Hythecker, V. I., Peel, J. L., et al. (1990). Learning concrete procedures: Effects of processing strategies and cooperative learning. Journal of Educational Psychology, 82(1), 171-177.
25. O'Donnell, A. M., Dansereau, D. F., Rocklin, T. R., Hythecker, V. I., Lambiotte, J. G., Larson, C. O., et al. (1985). Effects of elaboration frequency on cooperative learning. Journal of Educational Psychology, 77(5), 572-580.
26. Peterson, P. L., & Swing, S. R. (1985). Students' cognitions as mediators of the effectiveness of small-group learning. Journal of Educational Psychology, 77(3), 299-312.
27. Reder, L. M. (1980). The role of elaboration in the comprehension and recall of prose. Review of Educational Research, 50, 5-53.
28. Rewey, K. L., Dansereau, D. F., Skaggs, L. P., Hall, R. H., & Pitre, U. (1989). Effects of scripted cooperation and knowledge maps on the processing of technical material. Journal of Educational Psychology, 81(4), 604-609.
29. Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574.
30. Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246.
31. Rosnow, R., & Rosenthal, R. L. (2008). Beginning behavioral research: A conceptual primer (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
32. Ross, S. M., & DiVesta, F. J. (1976). Oral summary as a review strategy for enhancing recall of textual material. Journal of Educational Psychology, 68(6), 689-695.
33. Schmidt, H. G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422-432.
34. Schmidt, H. G., De Volder, M. L., De Grave, W. S., Moust, J. H. C., & Patel, V. C. (1989). Explanatory models in the processing of science text: The role of prior knowledge activation through small-group discussion. Journal of Educational Psychology, 81, 610-619.
35. Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation and phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592-604.
36. Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94(3), 429-445.
37. Slavin, R. E. (1996). Research on collaborative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.
38. Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In G. E. Miller & W. M. Reynolds (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 177-198). Hoboken, NJ: Wiley.
39. Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51.
40. Spurlin, J. E., Dansereau, D. F., Larson, C. O., & Brooks, L. W. (1984). Cooperative learning strategies in processing descriptive text: Effects of role and activity level of the learner. Cognition and Instruction, 1(4), 451-463.
41. Tans, R. W., Schmidt, H. G., Schade-Hoogeveen, B. E. J., & Gijselaers, W. H. (1986). Sturing van het onderwijsleerproces door middel van problemen: een veldexperiment. Tijdschrift voor Onderwijsresearch, 11(1), 35-46.
42. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational research, 13, 21-40.
43. Webb, N. M., & Farivar, S. (1999). Developing productive group interaction in middle school mathematics. In A. King & A. O'Donnell (Eds.), Cognitive perspectives on peer learning (pp. 117-149). Mahwah, N. J.: Lawrence Erlbaum Associates Publishers.
44. Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406-423.
45. Wegerif, R., Mercer, N., & Dawes, L. (1999). From social interaction to individual reasoning: An empirical investigation of a possible sociocultural model of cognitive development. Learning and Instruction, 9(6), 493-516.
46. Yager, S., Johnson, D. W., & Johnson, J. T. (1985). Oral discussion, group-to-individual transfer and achievement in cooperative learning groups. Journal of Educational Psychology, 77(1), 60-66.