Open University of the Netherlands, Heerlen, The Netherlands.
Universidad Del Pacífico, Ecuador, Guayaquil, Ecuador.
Br J Educ Psychol. 2023 Dec;93(4):879-902. doi: 10.1111/bjep.12603. Epub 2023 May 1.
Collaborative learning is a widely used approach where students gather in small groups to solve problems and develop skills. However, grouping students is not always effective, and it may be necessary to provide task-specific collaborative experiences to optimize their interactions for subsequent learning tasks.
To test this hypothesis, we conducted an experiment with 90 Ecuadorian students in their mathematics class.
Participants were 90 Ecuadorian students (average age = 13.80 years, SD = .70; 48.89% female) from a private school in Sangolquí, who participated as part of their mathematics class.
The experiment consisted of four phases: preparation, learning, retention one-day testing, and delayed seven-day testing. In the preparation phase, 15 triads received guidance on working collaboratively with quadratic equations (i.e., experienced groups), while 45 other individual learners worked independently. In the learning phase, 15 experienced triads and 45 individual learners (who were later divided into 15 non-experienced triads) received a new learning task in the domain of economics, precisely the break-even point.
The experienced group outperformed the non-experienced group in the retention one-day test, investing less mental effort and demonstrating greater efficiency. However, there was no significant difference in the delayed one-week test. We analysed the interactions of the groups and found that experienced groups exhibited more cognitive, fewer regulatory, an equal number of emotional interactions, and fewer task-unrelated interactions than the non-experienced groups.
Providing task-specific collaborative experiences can reduce the cognitive load associated with transactional activities and increase learning in new tasks.
协作学习是一种广泛使用的方法，学生们聚集在小组中解决问题并发展技能。然而，分组学生并不总是有效，可能需要提供特定于任务的协作经验，以优化他们的互动，从而为后续的学习任务做好准备。
为了验证这一假设，我们在厄瓜多尔的一所私立学校的数学课上对 90 名学生进行了实验。
参与者是来自桑格利基一所私立学校的 90 名厄瓜多尔学生（平均年龄为 13.80 岁，标准差为.70；48.89%为女性），他们作为数学课的一部分参与了实验。
实验包括四个阶段：准备阶段、学习阶段、一天后测试的保持阶段和七天后测试的延迟阶段。在准备阶段，15 个三人小组接受了关于合作解决二次方程的指导（即经验丰富的小组），而其他 45 个个体学习者则独立学习。在学习阶段，15 个经验丰富的三人小组和 45 个个体学习者（后来分为 15 个非经验丰富的三人小组）接受了经济学领域的新学习任务，即盈亏平衡点。
在一天后测试的保持阶段，经验丰富的小组比非经验丰富的小组表现更好，投入的心理努力更少，效率更高。然而，在一周后的测试中没有显著差异。我们分析了小组的互动情况，发现经验丰富的小组表现出更多的认知互动，更少的监管互动，相同数量的情感互动，以及更少的与任务无关的互动，而非经验丰富的小组则表现出更多的认知互动，更多的监管互动，更少的情感互动，以及更多的与任务无关的互动。
提供特定于任务的协作经验可以减少与交易活动相关的认知负荷，并提高新任务的学习效果。
