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040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aRetnowati, Endah.
245		0	_aCan collaborative learning improve the effectiveness of worked examples in learning mathematics? / _cEndah Retnowati, Paul Ayres, John Sweller
260			_cJuly 2017
336			_atext
337			_aunmediated
338			_avolume
440			_aJournal of Educational Psychology _n109 : 5, page 666 - 679
520			_aWorked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with Grade-7 Indonesian students, comparing learning to solve algebra problems, with higher and lower levels of complexity, collaboratively or individually. Results from both experiments indicated that individual learning was superior to collaborative learning when using worked examples. In contrast, in Experiment 2, when learning from problem solving using problem-solving search, collaboration was more effective than individual learning. However, again in Experiment 2, studying worked examples was overall superior to learning from solving problems, particularly for more complex problems. It can be concluded that while collaboration could be beneficial when learning under problem solving conditions, it may be counterproductive when studying worked examples.
521			_aPsychology
650			_aTeam learning approach in education.
650			_aEvolutionary psychology.
650			_aCognition.
650			_aMathematics _xStudy and teaching.
942			_cAN _2lcc
998			_c81290 _d139653
999			_c78262 _d78262