Are two heads always better than one? Differential effects of collaboration on students' computer-supported learning in mathematics

International Journal of Computer-Supported Collaborative Learning

Volumn 6, Issue 3, 2011, Pages 421-443

  Mullins, Dejana ^a   Rummel, Nikol ^b   Spada, Hans ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

^b RUHR UNIVERSITY BOCHUM   (Germany)

Author keywords

Computer supported collaborative learning; Learning in mathematics; Procedural and conceptual knowledge acquisition; Tutored problem solving

Indexed keywords

EID: 80052619963     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-011-9122-z     Document Type: Article

References (48)

1. Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. R. (2009). A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence and Education, 19(2), 105-154.
2. Anderson, J. R. (1983). The architecture of cognition. Cambridge: Harvard University Press.
3. Avouris, N., Fiotakis, G., Kahrimanis, G., Margaritis, M., & Komis, V. (2007). Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of data. Journal of Interactive Learning Research JILR, 18(2), 231-250.
4. Baker, R. S., Corbett, A. T., & Koedinger, K. R. (2004). Detecting student misuse of intelligent tutoring systems. Paper presented at the Proceedings of the 7th International Conference on Intelligent Tutoring Systems.
5. Berg, K. F. (1994). Scripted cooperation in high school mathematics: Peer interaction and achievement. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, Louisana.
6. Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Durán, R., Reed, B. S., et al. (1997). Learning by understanding: The role of multiple representations in learning algebra. American Educational Research Journal, 34(4), 663-689.
7. Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271-315.
8. Cress, U. (2008). The need for considering multi-level analysis in CSCL research. An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84.
9. Dillenbourg, P., & Jermann, P. (2007). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl, & J. Haake (Eds.), Scripting computer-supported collaborative learning. Cognitive, computational, and educational perspectives (pp. 275-301). New York: Springer.
10. Diziol, D., Rummel, N., Spada, H., & McLaren, B. (2007). Promoting learning in mathematics: Script support for collaborative problem solving with the Cognitive Tutor Algebra. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference 2007, Vol 8, I (pp. 39-41). International Society of the Learning Sciences.
11. Diziol, D., Rummel, N., & Spada, H. (2009). Procedural and conceptual knowledge acquisition in mathematics: Where is collaboration helpful? In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices-CSCL2009 Conference Proceedings, ISLS (pp. 178-187). International Society of the Learning Sciences.
12. Diziol, D., Rummel, N., & Spada, H. (2010a). Why is collaboration not always effective? Insights from the analysis of students' learning trajectories. Paper presented at the ISEE workshop at the 9th International Conference of the Learning Sciences. Chicago, IL, USA.
13. Diziol, D., Rummel, N., Spada, H., & Haug, S. (2010b). Learning in mathematics: Effects of procedural and conceptual instruction on the quality of student interaction. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 2, pp. 370-371). Chicago: International Society of the Learning Sciences.
14. Diziol, D., Walker, E., Rummel, N., & Koedinger, K. (2010c). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22(1), 89-102.
15. Ellis, S., Klahr, D., & Siegler, R. (1993). Effects of feedback and collaboration on changes in children's use of mathematical rules. Paper presented at the meeting of the Society for Research in Child Development, New Orleans.
16. Ericsson, K. A. (2003). Valid and non-reactive verbalization of thoughts during performance of tasks. Journal of Consciousness Studies, 10(9-10), 1-18.
17. Gadgil, S., & Nokes, T. (2009). Analogical scaffolding in collaborative learning. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31th Annual Conference of the Cognitive Science Society (pp. 3115-3120). Austin: Cognitive Science Society.
18. Gweon, G., Rosé, C. P., Albright, E., & Cui, Y. (2007). Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependence. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference 2007 (pp. 231-240). International Society of the Learning Sciences.
19. Hausmann, R. G. M., Chi, M. T. H., & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three hypothesized mechanisms. In K. D. Forbus, D. Gentner, & T. Regier (Eds.), 26nd Annual Conference of the Cognitive Science Society (pp. 547-552). Mahwah: Lawrence.
20. Hiebert, J., & Wearne, D. (1996). Instruction, understanding, and skill in multidigit addition and subtraction. Cognition and Instruction, 14(3), 251-283.
21. Jonassen, D. H. (2003). Designing research-based instruction for story-problems. Educational Psychology Review, 15(3), 267-296.
22. Kenny, D. A., Kashy, D. A., & Bolger, N. (1998). Data analysis in social psychology. In D. Gilbert, S. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (4th ed., Vol. 1, pp. 233-265). Boston: McGraw-Hill.
23. KMK. (2004). Bildungsstandards im Fach Mathematik für den Mittleren Schulabschluss (Jahrgangsstufe 10) [Standards for mathematics education for junior high school graduation, grade 10]. Darmstadt: Betz Druck.
24. Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
25. Krause, U.-M., & Stark, R. (2004). Too much of a good thing? Unwanted side effects of successful instructional interventions. In P. Gerjets, P. A. Kirschner, J. Elen, & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the First Joint Meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (CD-ROM). Knowledge Media Research Center: Tuebingen.
26. Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., et al. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100, 716-725.
27. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458.
28. Lou, Y., Abrami, P. C., & d'Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449-521.
29. Mevarech, Z. R., & Stern, E. (1997). Interaction between knowledge and contexts on understanding abstract mathematical concepts. Journal of Experimental Child Psychology, 65, 68-95.
30. Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition and Instruction, 9(4), 329-389.
31. Nathan, M. J., Mertz, K., & Ryan, R. (1994). Learning through self-explanation of mathematics examples: Effects of cognitive load. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
32. NCTM (2000). Principals and standards for school mathematics. Reston, VA.
33. Nokes, T. J., & Ross, B. H. (2007). Facilitating conceptual learning through analogy and explanation. In L. Hsu, C. Henderson, & L. McCullough (Eds.), 2007 Physics Education Conference (pp. 7-10). American Institute of Physics Conference Proceedings.
34. O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 179-196). Lawrence Erlbaum Associates, Publishers.
35. Perry, M. (1991). Learning and transfer: Instructional conditions and conceptual change. Cognitive Development, 6, 449-468.
36. Reimann, P. (2007). Time is precious: Why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods. In C. A. Chinn, G. Erkens & S. Puntambekar (Eds.), Mice, minds and society. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference 2007, Vol 8, II (pp. 590-607). International Society of the Learning Sciences.
37. Renkl, A. (2008). Kooperatives Lernen. In W. Schneider & M. Hasselhorn (Hrsg.). Handbuch Psychologie, Bd. Pädagogische Psychologie, S. 84-94. Göttingen, Hogrefe.
38. Rittle-Johnson, B. (2006). Promoting transfer: Effects of self-explanation and direct instruction. Child Development, 77(1), 1-15.
39. Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91(1), 175-189.
40. Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.
41. Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An interative process. Journal of Educational Psychology, 93(2), 346-362.
42. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.
43. Souvignier, E., & Kronenberger, J. (2007). Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training. The British Journal of Educational Psychology, 77, 755-771.
44. Staub, F. C., & Reusser, K. (1995). The role of presentational structures in understanding and solving mathematical word problems. In C. A. Weaver, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension. Essays in honor of Walter Kintsch (pp. 285-305). Hillsdale: Lawrence.
45. Teasley, S. D. (1995). The role of talk in children's peer collaborations. Developmental Psychology, 31(2), 207-220.
46. Walker, E., Rummel, N., & Koedinger, K. R. (2011). Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity. International Journal of Computer-Supported Collaborative Learning. doi: 10. 1007/s11412-011-9111-2.
47. Walker, E., Rummel, N., & Koedinger, K. R. (2009). Integrating collaboration and intelligent tutoring data in the evaluation of a reciprocal peer tutoring environment. Research and Practice in Technology Enhanced Learning, 4(3), 221-251.
48. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Education Research, 13, 21-39.