Differential effects of problem-solving demands on individual and collaborative learning outcomes.

By Femke C. Kirschner, Fred Paas, Paul A. Kirschner, Jeroen Janssen. 2011

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/247b6705940bb0933d9ab019f343bd9d1d756bca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Paul A. Kirschner
5. Ernesto Panadero
6. Sanna Järvelä
7. Paul Ayres
8. Tamara van Gog

In Education

1. J. V. van Merriënboer
2. Fred Paas
3. Paul A. Kirschner
4. Sanna Järvelä
5. John Sweller
6. Ernesto Panadero
7. Paul Ayres
8. Hanna Järvenoja

In Experimental and Cognitive Psychology

1. Fred Paas
2. J. V. van Merriënboer
3. John Sweller
4. Paul Ayres
5. Paul A. Kirschner
6. Tamara van Gog
7. Slava Kalyuga
8. Endah Retnowati

Citations in the corpus

• Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “In a follow up study also with biology content, F. Kirschner et al. (2011) found that collaborative learning was more effective than individual learning on high but not low complexity tasks.”
• Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “In one study, F. Kirschner et al. (2011b) showed that novice learners achieved higher learning outcomes when they had to solve problems collaboratively in the learning phase than when they had to study worked examples collaboratively during the learning phase.”
• Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014, methodology): “Based on our own work on successful learning (Kirschner et al. 2011), we aim to use technological tools to successfully support specific phases of regulated learning, such as task understanding (Fransen et al.”
• An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “The result is the collective working memory effect (Kirschner et al. 2011a, b; see also, Janssen et al. 2010).”
• ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH CONTEXT-BASED LEARNING (2014, unknown): “Although it is a common practice to interpret the problem-solving process as ordered steps in a linear process, however, as noted by Lave (1988), most problem-solvers do not follow an invariably linear process, but exhibit inventive and flexible approaches that are adapted to the different situation”