Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition
Learning and Instruction Volume 34, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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
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.