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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/2879

Title: Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect
Authors: Kirschner, Femke
Paas, Fred
Kirschner, Paul A.
Keywords: Collaboration
Learning efficiency
Task complexity
Instructional design
Cognitive
Issue Date: 4-Nov-2010
Abstract: This study investigated the differential effects of learning task complexity on both learning process and outcome efficiency of 83 individual and group learners in the domain of biology. Based upon cognitive load theory, it was expected that for high-complexity tasks, group members would learn in a more efficient way than individual learners, while for low-complexity tasks, individual learning would be more efficient. This interaction hypothesis was confirmed, supporting our premise that the learning efficiency of group members and individuals is determined by a trade-off between the group’s advantage of dividing information processing amongst the collective working memories of the group members and its disadvantage in terms of associated costs of information communication and action coordination.
Description: Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.
URI: http://hdl.handle.net/1820/2879
Appears in Collections:1. LC: Publications and Preprints

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