Velma I. Hythecker

Effects of metacognitive and elaborative activity on cooperative learning and transfer

Abstract The effects of instructing pairs of students to engage in metacognitive activities (error correcting and key idea detection), elaborative activities (use of imagery, analogies, etc.), or neither during cooperative learning were examined for both initial cooperative learning and transfer to an individual learning task. The results suggest that metacognitive activity facilitates cooperative learning and elaborative activity facilitates transfer to individual learning. These findings have strong implications for the tailoring of cooperative learning strategies to instructional goals.

Cooperative Writing Direct Effects and Transfer

This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology classes and were randomly assigned to a cooperative or individual condition. The results of the study showed that students in the cooperative condition significantly outperformed the individual group on a measure of the communicative quality of the writing on both the initial task and on the transfer task (ps <.01). No differences between the groups were found on a measure of the completeness of the written instruction on either task (ps >.05). It appears that cooperating dyads can improve the communicative quality of their instruction writing.

Cooperative learning and test taking: Transfer of skills

This experiment evaluated the impact of cooperative interactions among students during studying and test taking. Comparisons were made between four groups: cooperative learning/cooperative testing; cooperative learning/individual testing; individual learning/cooperative testing; individual learning/individual testing. All participants were instructed on a learning and test-taking strategy. Cooperative groups applied the strategy in dyads and individual groups applied the strategy in isolation. Repeated measures analyses of free recall tests over two 2500-word passages indicated positive transfer of cooperative test-taking training to individual study and test taking for a quantitative measure of recall. For recall accuracy, cooperative study training led to better performance and transfer.

Learning concrete procedures: effects of processing strategies and cooperative learning

We examined the efficacy of a previously developed script for learning concrete procedures with more complex procedures than had previously been studied. The experiments examined the efficacy of peer cooperation in learning concrete procedures, the effects of learning about the necessary equipment prior to practicing the procedure, and the retention of procedural information over a 6-week delay. One hundred fourteen students participated in one of the following groups: no-script individuals, no-script dyads, simultaneous-script dyads, or successive-script dyads

A Computer-Based Learning Strategy Training Module: Development and Evaluation.

A learning strategies training module was developed which combined the strengths of computer-assisted instruction and cooperative learning. The effectiveness of this computer-assisted cooperative learning (CACL) training module was assessed. Results revealed that strategy training with this module enhanced performance on free recall tests compared to studying without an imposed strategy. Analysis of a post-experimental questionnaire supported the idea that the CACL module provided the most effective environment for learning.

The Effects of Monitoring on Cooperative Learning

AbstractThe present study explored the effects of the presence and monitoring activity of a third person on dyadic co-operative learning. Eighty-nine participants were recruited from introductory psychology classes and were assigned to one of four groups receiving learning strategy interactions: an individual study group, a dyadic cooperative group without monitors, a triadic group with active monitors, or a triadic group with passive monitors. The monitors in the passive group observed cooperating dyads while the monitors in the active group provided feedback on how well dyads used the cooperative strategy. One descriptive text passage was studied according to the experimental condition and another passage was subsequently studied alone. The results indicated that the dyads without monitors significantly outperformed the individuals on total score on the second passage. Although no other significant differences between groups were found, the mean between groups were suggestive. Implications for the devel...

Technical training: an application of a strategy for learning structural and functional information

Abstract Little research has been directed to the development of learning strategies for acquiring technical information. The present experiment tested a strategy, developed from principles on general text processing, for learning technical material, specifically, structural and functional information. In addition, the effectiveness of cooperative learning was examined as a technique for learning technical information and as a vehicle for implementing the strategy. The results demonstrated that cooperative learning was effective for acquiring structural and functional information and the technical learning strategy was effective for acquiring structural information.

Training learning strategies with computer-aided cooperative learning☆

Abstract This paper describes the combination of two potent training technologies (computer-based instruction and cooperative learning) into a system called computer-aided cooperative learning (CACL) and the use of CACL to train students in a general learning strategy. This six-steps strategy involves setting a task-appropriate mood, reading for general understanding, recall as much of the material as possible, detecting errors and omissions, elaborating upon the material to make it more memorable and reviewing. CACL capitalizes on the strengths and overcomes some of the weaknesses of each of the constituent technologies. The resulting program is described and some data demonstrating its effectiveness is presented. Students using CACL recalled more material from each of two passages studied individually than did students who did not use CACL. CACL appears to be a promising technology for the delivery of learning strategies. Future research and development efforts should examine CACLs usefulness to the training of more sophisticated learning strategies.

Effects of Cooperative and Individual Rewriting on an Instruction Writing Task

The performance of students who rewrote an experimenter-provided set of instructions in dyads or individually was compared with that of individuals who wrote without access to those instructions. A total of 49 students participated in the experiment. The rewriting groups were provided with sample instructions and were asked to improve them; the writing group simply wrote instructions. All students then wrote a second set of instructions individually. The results showed that on the first task both the dyadic rewriting group and the individual writing group significantly outperformed the individual rewriting group on a communication score. Significant differences were also found on the completeness score. The ordering of means on this measure from highest to lowest was individual rewriters, dyadic rewriters, and the writing individuals.

Amount and accuracy of information recalled by cooperative dyads: The effects of summary type and alternation of roles

The present experiment examined the effects of summary type and the alternation of roles within a cooperative scenario on the amount and accuracy of information recalled. Eighty participants were randomly assigned to one of three groups: (1) Cumulative Alternating Summary Group, (2) Noncumulative Alternating Summary Group, and (3) Cumulative Fixed Role Group. Participants studied in pairs and alternated between the roles of recaller and listener or, in the case of the Cumulative Fixed Role Group, maintained the same role throughout the study session. There were no differences in the amount and accuracy of information recalled as a result of summary type. Students who played the fixed role of recaller recalled more information than students in other groups but recalled it less accurately. Alternating between the roles of recaller and listerner seems to improve the accuracy with which information is recalled.