You are here:

Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition
ARTICLE

, ,

Learning and Instruction Volume 34, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The role of outcome feedback in collaborative learning settings has received little empirical attention. We examined whether outcome feedback improves learning gains in singleton and dyadic learning conditions, while specifying different dyadic pairing options. In a randomized experiment, 496 ninth-graders solved challenging tasks that required fully developed proportional reasoning to be solved correctly. Based on individual pretest performance, each student was assigned to one of three levels of proportional reasoning competence (Wrong

Citation

Asterhan, C.S.C., Schwarz, B.B. & Cohen-Eliyahu, N. (2014). Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition. Learning and Instruction, 34(1), 1-10. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.07.003

Keywords