Collaborative group work and the different types of cognitive load. Issue 4 (4th July 2021)

• Record Type: Journal Article
• Authors: Lange, Christopher; Costley, Jamie; Fanguy, Mik
• Is Part Of: Innovations in education & teaching international. Volume 58:Issue 4(2021)
• Page Start: 377
• Page End: 386
• Publication Date: 2021-07-04
• Subjects: Cognitive load -- collaborative learning -- contribution -- extraneous load -- germane load -- group work -- intrinsic load; Programmed instruction -- Periodicals; Educational technology -- Periodicals; Instructional systems -- Periodicals; Periodicals; 371.33
• DOI: 10.1080/14703297.2020.1788970
• Languages: English
• ISSNs: 1470-3297

Abstract

ABSTRACT: From a cognitive load perspective, successful collaborative learning occurs if groups achieve their goals, and if each member processes information in a way that contributes to individual learning. This research looked at group work among postgraduate STEM students in South Korea ( N = 55) to see if successful collaborative learning and individual contribution were associated with greater individual course success. Results showed that students who participated in successful group work showed higher levels of germane cognitive load, which contributes to learning, and also earned higher scores on the final research paper for the course. Implications of this study highlight the need for synchronous collaborative writing to be used as a way of sharing ideas and knowledge to produce higher levels of individual understanding and quality writing.