مؤتمر
Learning Alone or Together? A Combination Can Be Best!
| العنوان: | Learning Alone or Together? A Combination Can Be Best! |
|---|---|
| اللغة: | English |
| المؤلفون: | Olsen, Jennifer K., Rummel, Nikol, Aleven, Vincent |
| المصدر: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A120734 R305B090023 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools |
| Descriptors: | Cooperative Learning, Grade 4, Grade 5, Elementary School Students, Independent Study, Comparative Analysis, Intelligent Tutoring Systems, Educational Technology, Technology Uses in Education, Achievement Gains, Teaching Methods, Age Differences, Student Interests, Mathematics Instruction, Fractions, Problem Solving, Quasiexperimental Design, Pretests Posttests, Hierarchical Linear Modeling |
| مستخلص: | Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined condition to individual-only or collaborative-only learning conditions using intelligent tutoring systems for fractions. The study was conducted with 382 4th and 5th grade students. Students across all three conditions had significant learning gains. However, the combined condition had higher learning gains than the individual or collaborative condition. This difference was more pronounced for 4th grade students than for 5th grade students. In addition, we found that students in the combined condition expressed higher situational interest in the activity compared to those working individually and the same as students working only collaboratively. Through a combination, we may support better student learning. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| رقم الأكسشن: | ED577021 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |