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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4012

Title: Differential effects of problem-solving demands on individual and collaborative learning outcomes
Authors: Kirschner, Femke
Paas, Fred
Kirschner, Paul A.
Janssen, Jeroen
Keywords: Cognitive load theory
Worked-example study
Problem-solving
Collaborative learning
Learning efficiency
Learning outcomes
Issue Date: 29-Dec-2011
Abstract: The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed.
Description: Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21, 587-599.
URI: http://hdl.handle.net/1820/4012
Appears in Collections:1. LC: Publications and Preprints

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