The Cooperative Learner
Abstract
The Purpose of This Article is to Review a Series of Investigations Conducted to Assess the Role that Individual Learner Characteristics Play in Scripted Cooperative Learning. These Results Point to Three General Conclusions. First, Individual Differences Have Consistently Been Found to Play an Important Role in Determining the Effectiveness of Scripted Cooperation. Students Strong in Cognitive Skills, High in Extroversion, and Average in Test Anxiety Appear to Benefit Most from This Method. Second, the Efficacy of This Learning Tool Can Be Enhanced through the Consideration of Learner Characteristics. for Example, Those Low in Cognitive Abilities Benefit Most from Scripted Cooperation When Paired with a Partner Who is Strong in Such Skills. Third, Dansereau's (1986, 1988) CAMS Model for Group Problem Solving Processes is Largely Supported by These Results, in that Three of the Four Components of the Model (I.e., Cognition, Affect, and Social Processes) Appear to Have a Significant Impact in Determining the Effectiveness of Cooperative Learning, in Terms of Individual Differences. © 1990.
Recommended Citation
Hall, R. H., Dansereau, D. F., & Skaggs, L. P. (1990). The Cooperative Learner. Learning and Individual Differences, 2(3), pp. 327-336. Elsevier.
The definitive version is available at https://doi.org/10.1016/1041-6080(90)90009-6
Department(s)
Business and Information Technology
International Standard Serial Number (ISSN)
1041-6080
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2023 Elsevier, All rights reserved.
Publication Date
01 Jan 1990
