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Differential effects of problem-solving demands on individual and collaborative learning outcomes |
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| Authors: | Femke Kirschner Fred Paas Paul A Kirschner |
| Institution: | a Centre for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands b Institute of Psychology, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands c Research Centre Learning in Interaction, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, The Netherlands |
| Abstract: | The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. |
| Keywords: | Cognitive load theory Worked-example study Problem-solving Collaborative learning Learning efficiency Learning outcomes |
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