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The Journal of experimental education, 1986-04, Vol.54 (3), p.169-173
Ort / Verlag
Washington, DC: Routledge
Erscheinungsjahr
1986
Link zum Volltext
Quelle
Taylor & Francis Journals Auto-Holdings Collection
Beschreibungen/Notizen
The present study explored the effects of the presence and monitoring activity of a third person on dyadic co-operative learning. Eighty-nine participants were recruited from introductory psychology classes and were assigned to one of four groups receiving learning strategy interactions: an individual study group, a dyadic cooperative group without monitors, a triadic group with active monitors, or a triadic group with passive monitors. The monitors in the passive group observed cooperating dyads while the monitors in the active group provided feedback on how well dyads used the cooperative strategy. One descriptive text passage was studied according to the experimental condition and another passage was subsequently studied alone. The results indicated that the dyads without monitors significantly outperformed the individuals on total score on the second passage. Although no other significant differences between groups were found, the mean between groups were suggestive. Implications for the development of cooperative learning scenarios are discussed.