Group Versus Individual Learning Across 15 Studies: A Further Test of the Complex-Demonstrable Framework

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-4 - Poster Session 3: Cognitive Processes

Abstract

This study builds on two recent findings: (a) collaborative learning was superior to individual learning for transfer of learning, even on unstructured tasks (meta-analysis), and (b) a demonstrable math task yielded divergent group versus individual performance outcomes for accelerated versus typical math students (single study). The latter study proposed the Complex-Demonstrable framework for characterizing productive collaborative learning tasks and suggested that on complex and demonstrable tasks, collaboration should outperform individual learning to yield greater gains approaching or even exceeding truth-wins criteria. The current study examined results from 15 studies comparing group to individual learning. Results supported the Complex-Demonstrable framework by showing increasing group outperformance compared to individuals with increasingly complex tasks.

Authors

• David Sears, Purdue University

• Julia Bergmann

• Ming Ming Chiu, The Education University of Hong Kong