Encountering electronic work groups: a transaction costs perspective
CSCW '88 Proceedings of the 1988 ACM conference on Computer-supported cooperative work
What is coordination theory and how can it help design cooperative work systems?
CSCW '90 Proceedings of the 1990 ACM conference on Computer-supported cooperative work
Groupware: some issues and experiences
Communications of the ACM
Awareness and coordination in shared workspaces
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
Learning through synchronous electronic discussion
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Workspace awareness in real-time distributed groupware
Workspace awareness in real-time distributed groupware
Computers in Human Behavior
Coercing shared knowledge in collaborative learning environments
Computers in Human Behavior
Effects of representational guidance on domain specific reasoning in CSCL
Computers in Human Behavior
Multimedia learning in social sciences: limitations of external graphical representations
Computers in Human Behavior
Discussion: Instructional interventions to enhance collaboration in powerful learning environments
Computers in Human Behavior
Computers in Human Behavior
Editorial: State of the art research into Cognitive Load Theory
Computers in Human Behavior
Learning to argue online: Scripted groups surpass individuals (unscripted groups do not)
Computers in Human Behavior
Guiding students' online complex learning-task behavior through representational scripting
Computers in Human Behavior
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Contemporary cognitive load theory research: The good, the bad and the ugly
Computers in Human Behavior
Investigating Influences Among Individuals and Groups in a Collaborative Learning Setting
International Journal of e-Collaboration
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The effects of individual versus group learning (in triads) on efficiency of retention and transfer test performance in the domain of biology (heredity) among 70 high-school students were investigated. Applying cognitive load theory, the limitations of the working memory capacity at the individual level were considered an important reason to assign complex learning tasks to groups rather than to individuals. It was hypothesized that groups will have more processing capacity available for relating the information elements to each other and by doing so for constructing higher quality cognitive schemata than individuals if the high cognitive load imposed by complex learning tasks could be shared among group members. In contrast, it was expected that individuals who learn from carrying out the same complex tasks would need all available processing capacity for remembering the interrelated information elements, and, consequently, would not be able to allocate resources to working with them. This interaction hypothesis was confirmed by the data on efficiency of retention and transfer test performance; there was a favorable relationship between mental effort and retention test performance for the individual learners as opposed to a favorable relationship between transfer test performance and mental effort for the students who learned in groups.