Research on Computer-Supported Collaborative Learning (CSCL) has provided significant insights into why collaborative learning is effective and how we can effectively provide support for it. Building on this knowledge, we can investigate when collaboration is beneficial to support learning. Specifically, collaborative and individual learning are often combined in the classroom, and it is important for the CSCL community to understand when a combination is beneficial compared to individual or collaborative learning alone. Before investing significant work into discovering these details, an initial investigation is needed to determine if there may be any value in a combination. In this study, we compared a combined condition to individual or collaborative-only learning conditions using an intelligent tutoring system for fractions. The study was conducted with 382 4th and 5th grade students. Students across all three conditions had significant learning gains, but the combined condition had higher learning gains than the other conditions. However, this difference was restricted to the 4th grade students. By analyzing the hints and errors of students over time from process data, we found that students in the combined condition tended to make fewer errors both when working collaboratively and individually, and asked for fewer hints than the students in the other conditions. Students who collaborated (collaborative and combined conditions) also reported having higher situational interest in the activity. By finding support for the effectiveness of combining collaborative and individual learning, this paper opens a broader line of inquiry into how they can effectively be combined to support learning.

中文翻译：

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它不是或不是：使用ITS结合协作学习和个人学习的初步调查

关于计算机支持的协作学习（CSCL）的研究提供了重要的见解，说明了协作学习为何有效以及我们如何有效地为其提供支持。在此知识的基础上，我们可以调查何时协作有益于支持学习。具体来说，协作学习和个人学习通常在课堂中结合在一起，对于CSCL社区来说，重要的是要了解与单独学习或协作学习相比，何时结合是有益的。在投入大量工作发现这些细节之前，需要进行初步调查以确定组合中是否有任何价值。在这项研究中，我们使用分数智能辅导系统将组合条件与个人或仅协作学习条件进行了比较。这项研究是针对382名四年级和五年级学生进行的。所有这三个条件下的学生都有明显的学习收获，但综合条件下的学习收获要高于其他条件。但是，这种差异仅限于四年级学生。通过从过程数据中分析学生随时间变化的提示和错误，我们发现在组合条件下的学生在协作和单独工作时倾向于犯更少的错误，并且比其他条件下的学生要求更少的提示。进行协作（协作和合并条件）的学生也报告了对该活动具有更高的情境兴趣。通过寻求对协作学习和个人学习相结合的有效性的支持，