Manipulating cognitive engagement in preparation-to-collaborate tasks and the effects on learning |
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| Institution: | 1. Department of Kinesiology, Iowa State University, Ames, IA 50011, United States;2. Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27402-6170, United States;1. University of Wisconsin-Whitewater, USA;2. Winston-Salem State University, USA;3. University of Virginia''s College at Wise, USA;4. University of North Carolina at Greensboro, USA;1. Education and Learning Sciences Group, Wageningen University, the Netherlands;2. Environmental Systems Analysis Group, Wageningen University, the Netherlands;3. Department of Educational Sciences, Utrecht University, the Netherlands;4. Jacobs Institute for Innovation in Education, School of Leadership and Education Sciences, University of San Diego, USA |
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| Abstract: | While collaborating with a peer can be highly beneficial for learning, more work is needed to understand how instructional activities in collaborative contexts should be designed so as to maximize learning outcomes. To address this, we investigated the impact of different types of preparatory and cognitively engaging tasks on learning from collaborating, using a 2 × 2 experimental study conducted in situ in four introductory psychology classes. We compared individual preparation versus no-preparation and “active” versus “constructive” tasks. A dyadic multilevel analysis showed that preparation prior to collaborating led to better deep learning outcomes, but that the type of preparation did not have a significant effect. We include an exploratory analysis of student dialogues during collaboration to further interpret our findings. We propose that a cognitively engaging preparation phase may lead to better learning because it encourages students to collaborate constructively even when the type of task does not elicit such engagement. |
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| Keywords: | Preparation to collaborate ICAP Active versus constructive preparation Active versus constructive collaboration |
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