De. Leidner et M. Fuller, IMPROVING STUDENT LEARNING OF CONCEPTUAL INFORMATION - GSS SUPPORTED COLLABORATIVE LEARNING VS INDIVIDUAL CONSTRUCTIVE LEARNING, Decision support systems, 20(2), 1997, pp. 149-163
Citations number
32
Categorie Soggetti
System Science","Computer Science Artificial Intelligence","Operatione Research & Management Science","Computer Science Information Systems
A great deal of time in the traditional classroom environment is spent
gathering information (taking notes) rather than processing the infor
mation and assimilating the information. The traditional learning mode
l goes from the gathering to recall stage without regard for whether t
he information is actually comprehended (processed and assimilated). T
he research reported in this paper employed a quasi-experimental desig
n to examine whether technology-enabled collaborative learning involvi
ng case analyses is superior to individual constructive learning invol
ving individual case analyses where the goal of both methods is to inc
rease student interest in the course, increase student understanding o
f the material, and enhance student performance. The study found that
students working collaboratively in either small or large groups were
more interested in the material and perceived themselves to learn more
than students that worked individually but that students that worked
individually outperformed students that collaborated in small or large
groups before working individually. (C) 1997 Elsevier Science B.V.