Benefits of Problem-Solving First for the Success of Cooperative Learning with Videos DOI Creative Commons

Maria Danzglock,

Martin Hänze

The Journal of Experimental Education, Год журнала: 2024, Номер unknown, С. 1 - 18

Опубликована: Июль 22, 2024

Explainer videos (EV) can enhance learning by increasing motivation and illustrating complex content, yet they may also cause cognitive overload or reduced activation. Addressing these challenges requires well-designed instructional strategies. Our study hypothesized that cooperative problem-solving before watching an EV improves outcomes. We tested this with 58 undergraduates examining the topic of light shadow. The findings revealed students who engaged in prior to viewing demonstrated superior knowledge transfer compared those watched first. This suggests starting effectively prepare learners for EV, fostering deeper understanding successful application new knowledge.

Язык: Английский

Erfassung gruppenbezogener Lernprozesse – Validierung eines standardisierten Fragebogens für kooperative Lernsettings DOI Creative Commons
Anabel Bach, Felicitas Thiel

Zeitschrift für Pädagogische Psychologie, Год журнала: 2024, Номер unknown

Опубликована: Авг. 19, 2024

Zusammenfassung: Im vorliegenden Beitrag wird ein standardisierter Fragebogen zur Erfassung kooperativer Lernprozesse in (Hoch-)Schulen präsentiert, der unter Bezugnahme auf bisherige Erkenntnisse gruppenbezogene Selbsteinschätzung von Lernern multidimensional abbildet. Die Prozesse wurden im Hinblick kognitive, metakognitive und sozial-relationale Gruppenaktivitäten erfasst. Nach Pilotierungsstudien wurde mit insgesamt 30 Items Rahmen eines kooperativen Lernsettings Universitätsseminaren eingesetzt. durchgeführte kooperative Lernphase den Studenten ( N = 333 114 Gruppen) entlang genannten Dimensionen bewertet. Darüber hinaus Lerngewinn die Zufriedenheit sowie Fähigkeit Perspektivenübernahme Ergebnisse faktorenanalytischen Validierung zeigen, dass Individualebene zwischen unterschiedlichen differenziert werden kann; Gruppenebene gelingt dies nur Einschränkungen. Dass Zusammenhänge dem Lernzuwachs aufgezeigt können, verweist weitere Konstrukt- Kriteriumsvalidität. Dennoch müssen bei Interpretation einige Limitationen berücksichtigt werden.

Процитировано

1
An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis DOI Creative Commons
Lea Nemeth, Tim Blumenfeld, Ann-Katrin Denn

и другие.

Education Sciences, Год журнала: 2023, Номер 13(8), С. 790 - 790

Опубликована: Авг. 3, 2023

For cooperative learning to be effective, the quality of student–student interaction is crucial. Interactions, which are transactive in nature, positively related students’ success during learning. However, little known about typical patterns face-to-face Therefore, current study aims analyze Sixty-eight students from seventh tenth grade were randomly assigned a total 23 groups their classes. The videotaped while solving same open-ended mathematical modelling task. behavior was coded, and analyzed using sequential analysis with first- second-order Markov chains. results indicate that likelihood confirm pick up correct proposals relatively high, indicating interaction. it almost equally likely incorrect confirmed erroneously, as barely them. Still, do frequently engage by discussing proposals, even though these discussions rarely lead solution approaches. Limitations results, well practical implications for classroom settings, discussed.

Язык: Английский

Процитировано

1
Benefits of Problem-Solving First for the Success of Cooperative Learning with Videos DOI Creative Commons

Maria Danzglock,

Martin Hänze

The Journal of Experimental Education, Год журнала: 2024, Номер unknown, С. 1 - 18

Опубликована: Июль 22, 2024

Explainer videos (EV) can enhance learning by increasing motivation and illustrating complex content, yet they may also cause cognitive overload or reduced activation. Addressing these challenges requires well-designed instructional strategies. Our study hypothesized that cooperative problem-solving before watching an EV improves outcomes. We tested this with 58 undergraduates examining the topic of light shadow. The findings revealed students who engaged in prior to viewing demonstrated superior knowledge transfer compared those watched first. This suggests starting effectively prepare learners for EV, fostering deeper understanding successful application new knowledge.

Язык: Английский

Процитировано

0