Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365862 | Learning and Instruction | 2009 | 13 Pages |
Abstract
This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and “feedback intervention” (available vs. not available) were varied; participants were 137 university students. Results showed that the feedback intervention clearly supported learning. Feedback proved especially beneficial for students with little prior knowledge. Cooperation did not promote learning outcomes; however, group performance in the learning phase was superior to individual performance. Also, cooperative learning enhanced perceived performance and perceived competence. Probably, collective efficacy had a halo effect on self-efficacy.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Ulrike-Marie Krause, Robin Stark, Heinz Mandl,