Learning from collaborative problem solving: An analysis of three hypothesized Mechanisms

Abstract

It has been well established that collaborative learning is more effective in producing learning gains than individuals working alone.The present study investigates three potential mechanisms responsible for learning from collaborative problem solving: other-directed explaining, co-construction, and self-directed explaining.College undergraduates were trained to criterion on the first four chapters of a popular physics textbook.They were then asked to collaboratively solve three physics problems.Preliminary evidence suggests that other-directed explaining was effective in half of the cases, whereas co-construction led to proportionally more generated knowledge.Self-directed explaining was particularly effective for the individual generating the solution; however, there was only a modest gain for the partner who listened to the explanations.The relative impact of these three mechanisms is compared.

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