Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

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

199 citations recorded by the source corpus.

Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.

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

View Paper: https://www.semanticscholar.org/paper/be099571e07762696d8da6f8f67227968e726398

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In Developmental and Educational Psychology

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Citations in the corpus

The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “Previous studies with more traditional multi-media messages showed that task complexity is crucial in collaborative learning with stronger benefits when performing complex tasks (F. Kirschner et al., 2011).”
When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015, background): “Some studies have shown positive results with groups outperforming the average of individuals on model-building tasks (Azmitia 1988), hypothesis generation (Teasley 1995), and complex problem-solving tasks in biology (Kirschner et al. 2009b, 2011).”
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).”
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.”
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis (2018, background): “In some other studies, learners were presented with CL tasks and activities that they could more efficiently carry out individually, leading to minimal collaboration; the task itself could not motivate students to engage in productive collaboration (F. Kirschner et al., 2011).”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, methodology): “Consequently, learning was more efficient for group members, allowing them to construct higher quality schemas in LTM than for individual learners who had to process all of the information individually (i.e., the collective working-memory effect: Kirschner et al., 2010).”
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, methodology): “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.”
From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, methodology): “It also needs to be noted that collaborative learning may ameliorate some of the limitations of working memory (F. Kirschner et al. 2011) and especially that of asynchronous Table 1 Natural information processing system principles Principle Function Information store Store information in long-term…”