The Effect of the Prior Collaborative Experience on the Effectiveness and Efficiency of Collaborative Learning

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dc.contributor.authorZambrano, Jimmy
dc.contributor.authorKirschner, Paul
dc.contributor.authorSweller, John
dc.contributor.authorKirschner, Femke
dc.date.accessioned2019-12-04T21:09:41Z
dc.date.available2019-12-04T21:09:41Z
dc.date.issued2018-06
dc.description.abstractThis study investigates, from a cognitive load perspective, the effect of prior collaborative experience on the effectiveness and efficiency of collaborative learning. Performance, mental effort, and efficiency were measured during collaborative learning and in individual post-tests after one and seven days (i.e., retention and delayed retention test respectively). The results with 90 high school participants found that students who were members of experienced groups outperformed, invested less mental effort, and were more cognitively efficient than students in non-experienced groups in both tests. These results have important instructional implications for designing collaborative environments and provide support for the advantages of forming teams with relevant collaborative experiences before starting collaborative learning.en_US
dc.identifier.urihttp://dspace.uhemisferios.edu.ec:8080/xmlui/handle/123456789/994
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Editors: Judy Kay, Rosemary Luckin, pp.112-119en_US
dc.subjectCollaborative learningen_US
dc.subjectCognitive load theoryen_US
dc.subjectPrior collaborative experienceen_US
dc.titleThe Effect of the Prior Collaborative Experience on the Effectiveness and Efficiency of Collaborative Learningen_US
dc.typeBook chapteren_US
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