How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load
Abstract This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects h...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-04-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-021-00259-w |
| _version_ | 1818865964927680512 |
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| author | Jamie Costley |
| author_facet | Jamie Costley |
| author_sort | Jamie Costley |
| collection | DOAJ |
| description | Abstract This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects his/her development of critical thinking and the construction of knowledge. The present study looks into whether the positive relationships found between collaboration and germane cognitive load are affected by a learner’s role within the group. Using cognitive load theory, this study analyzed survey responses from a group of university students (n = 1399) who engaged in collaborative study groups when taking online classes in South Korea. While it was found that the amount of collaboration a student engaged in positively affected levels of germane load and that their level of contribution negatively moderated that relationship. In other words, while more group work is beneficial, students who contribute less to the group have greater gains from higher levels of collaboration than students who take a more active role. |
| first_indexed | 2024-12-19T10:55:55Z |
| format | Article |
| id | doaj.art-ef063bdfe87e4438904d97cb2b644191 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-19T10:55:55Z |
| publishDate | 2021-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-ef063bdfe87e4438904d97cb2b6441912022-12-21T20:24:49ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402021-04-0118111310.1186/s41239-021-00259-wHow role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive loadJamie Costley0National Research University Higher School of Economics, Institute of EducationAbstract This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects his/her development of critical thinking and the construction of knowledge. The present study looks into whether the positive relationships found between collaboration and germane cognitive load are affected by a learner’s role within the group. Using cognitive load theory, this study analyzed survey responses from a group of university students (n = 1399) who engaged in collaborative study groups when taking online classes in South Korea. While it was found that the amount of collaboration a student engaged in positively affected levels of germane load and that their level of contribution negatively moderated that relationship. In other words, while more group work is beneficial, students who contribute less to the group have greater gains from higher levels of collaboration than students who take a more active role.https://doi.org/10.1186/s41239-021-00259-wCognitive loadCollaborationGermane cognitive loadGroup workGroup roleKorea |
| spellingShingle | Jamie Costley How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load International Journal of Educational Technology in Higher Education Cognitive load Collaboration Germane cognitive load Group work Group role Korea |
| title | How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load |
| title_full | How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load |
| title_fullStr | How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load |
| title_full_unstemmed | How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load |
| title_short | How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load |
| title_sort | how role taking in a group work setting affects the relationship between the amount of collaboration and germane cognitive load |
| topic | Cognitive load Collaboration Germane cognitive load Group work Group role Korea |
| url | https://doi.org/10.1186/s41239-021-00259-w |
| work_keys_str_mv | AT jamiecostley howroletakinginagroupworksettingaffectstherelationshipbetweentheamountofcollaborationandgermanecognitiveload |