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.

摘要

从认知负荷的角度来看，如果团队实现了他们的目标，并且每个成员都以有助于个人学习的方式处理信息，那么成功的协作学习就会发生。这项研究着眼于韩国研究生 STEM 学生的小组工作 ( N= 55) 以了解成功的协作学习和个人贡献是否与更大的个人课程成功相关。结果表明，参加成功小组工作的学生表现出更高水平的密切认知负荷，这有助于学习，并且在该课程的最终研究论文中也获得了更高的分数。这项研究的意义突出了同步协作写作作为一种分享想法和知识的方式的必要性，以产生更高水平的个人理解和高质量的写作。