Constructing Knowledge with an Agent-Based Instructional Program: A Comparison of Cooperative and Individual Meaning Making

Autor/in	Moreno, Roxana
Titel	Constructing Knowledge with an Agent-Based Instructional Program: A Comparison of Cooperative and Individual Meaning Making
Quelle	In: Learning and Instruction, 19 (2009) 5, S.433-444 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.02.018
Schlagwörter	Cooperative Learning; Botany; Science Instruction; College Students; Retention (Psychology); Difficulty Level; Cognitive Processes; Computer Assisted Instruction; Instructional Design; Educational Technology; Intelligent Tutoring Systems; Learner Controlled Instruction + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Botanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Merkfähigkeit; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Intelligentes Tutorsystem
Abstract	Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during learning than students who learned individually; scored lower on a problem-solving transfer test than students in individual and cooperative learning groups; and were less likely to produce elaborated explanations and co-construct knowledge with their peers than students in cooperative groups. Students in cooperative groups reported higher situational interest than their counterparts. Implications for cooperative and individual meaning making in agent-based instructional programs are discussed and future research directions are suggested. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10