Maximizing learning from collaborative activities

Abstract

Utilizing a Preparation for Future Learning paradigm and the Interactive-Constructive-Active-Passive framework, this study examined how two different kinds of cognitively engaging activities prepared students to learn from collaborating. Findings show that preparing prior to collaborating improved learning, but a difference was not detected in the type of preparation. In addition, differences in learning outcomes were only present in measures of deep knowledge. Analyses used a multilevel method targeted to dyadic data. Discussion addresses designing collaborative classroom activities that are effective and efficient for deep learning, as well as the importance of aligning assessments to depth of learning.


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