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Educational Psychology Review
written by Timothy J. Nokes-Malach, J. Elizabeth Richey, and Soniya Gadgil
Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to support and hinder group learning. We then review insights and illustrative findings from research in cognitive, social, and educational psychology. We conclude by proposing areas for future research to expand theories of collaboration while identifying important features for educators to consider when deciding when and how to include collaboration in instructional activities. The purpose of the current paper is not to provide an extensive review of the multiple literatures related to collaborative learning. Instead, we aim to bring together complementary insights from research in cognitive, social, and educational psychology on the factors and processes that affect collaborative success and failure that have not been brought together in past work. Our central thesis is that collaborative learning is an important educational practice that can be effective when particular cognitive and social processes are supported. We describe the mechanisms hypothesized to inhibit or support collaborative success in the context of recent theories of collaboration. We then review representative findings from two rich research traditions that have differed in how they assess collaborative outcomes by comparing the group to the average individual or to nominal groups (i.e., the group's predicted potential).
Educational Psychology Review: Volume 27, Issue 4, Pages 645-656
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
= Cognitive Conflict
- Learning Theory
= Cognitive Apprenticeship
= Cognitive Modeling
- Problem Solving
= Processes
- Research Design & Methodology
= Literature
- Student Characteristics
= Ability
= Skills
Education Practices
- Active Learning
= Cooperative Learning
- Professional Development
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Report
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Activity
- Laboratory
- New teachers
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© 2015 Springer Nature B.V.
DOI:
10.1007/s10648-015-9312-8
NSF Number:
SBE-0836012
Keywords:
Zone of Proximal Facilitation, cognitive load, proximal facilitational, team based learning
Record Creator:
Metadata instance created September 14, 2022 by Lauren Bauman
Record Updated:
November 5, 2022 by Caroline Hall
Last Update
when Cataloged:
June 4, 2015
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Record Link
AIP Format
T. Nokes-Malach, J. Richey, and S. Gadgil, , Educ. Psychol. Rev 27 (4), 645 (2015), WWW Document, (https://doi.org/10.1007/s10648-015-9312-8).
AJP/PRST-PER
T. Nokes-Malach, J. Richey, and S. Gadgil, When Is It Better to Learn Together? Insights from Research on Collaborative Learning, Educ. Psychol. Rev 27 (4), 645 (2015), <https://doi.org/10.1007/s10648-015-9312-8>.
APA Format
Nokes-Malach, T., Richey, J., & Gadgil, S. (2015, June 4). When Is It Better to Learn Together? Insights from Research on Collaborative Learning. Educ. Psychol. Rev, 27(4), 645-656. Retrieved December 4, 2022, from https://doi.org/10.1007/s10648-015-9312-8
Chicago Format
Nokes-Malach, T, J. Richey, and S. Gadgil. "When Is It Better to Learn Together? Insights from Research on Collaborative Learning." Educ. Psychol. Rev. 27, no. 4, (June 4, 2015): 645-656, https://doi.org/10.1007/s10648-015-9312-8 (accessed 4 December 2022).
MLA Format
Nokes-Malach, Timothy J., J. Elizabeth Richey, and Soniya Gadgil. "When Is It Better to Learn Together? Insights from Research on Collaborative Learning." Educ. Psychol. Rev 27.4 (2015): 645-656. 4 Dec. 2022 <https://doi.org/10.1007/s10648-015-9312-8>.
BibTeX Export Format
@article{ Author = "Timothy J. Nokes-Malach and J. Elizabeth Richey and Soniya Gadgil", Title = {When Is It Better to Learn Together? Insights from Research on Collaborative Learning}, Journal = {Educ. Psychol. Rev}, Volume = {27}, Number = {4}, Pages = {645-656}, Month = {June}, Year = {2015} }
Refer Export Format

%A Timothy J. Nokes-Malach %A J. Elizabeth Richey %A Soniya Gadgil %T When Is It Better to Learn Together? Insights from Research on Collaborative Learning %J Educ. Psychol. Rev %V 27 %N 4 %D June 4, 2015 %P 645-656 %U https://doi.org/10.1007/s10648-015-9312-8 %O text/html

EndNote Export Format

%0 Journal Article %A Nokes-Malach, Timothy J. %A Richey, J. Elizabeth %A Gadgil, Soniya %D June 4, 2015 %T When Is It Better to Learn Together? Insights from Research on Collaborative Learning %J Educ. Psychol. Rev %V 27 %N 4 %P 645-656 %8 June 4, 2015 %U https://doi.org/10.1007/s10648-015-9312-8


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