Martine Baars
The aim of this project was to conduct a series of studies to investigate the effect of collaborative learning and shared regulation in higher education.
The first study took place in the Erasmus Behavioural Lab in the first half of 2017. The role of collaborative learning compared to individual learning was investigated in terms of cognitive load, self-monitoring accuracy and learning performance when learning from an animation. The results of this first study have been presented at the European Association of Research into Learning and Instruction (EARLI), Special Interest Group (SIG) Metacognition in Zurich, August 2018 and at the Department of Psychology, Education and Child Studies (DPECS) at EUR. The manuscript based on the results of this first study will be submitted to a peer-reviewed journal.
The second study was started up in September 2018 and involved a different type of task to follow up the results from the first study. Collaborative learning compared to individual learning was investigated using problem-solving tasks. Again, cognitive load, self-monitoring accuracy and learning performance was measured. In addition, additional metacognitive and cognitive load measures were used to gain more insight into the collaborative learning processes. The results are currently being analysed, written down and will be submitted to a peer-reviewed journal.
Also, two workshops about collaborative learning and the use of technology (i.e., Canvas) have been organised after an invitation by the Community of Learning and Innovation at the EUR in 2018. This was a collaboration with Ricardo van Aken and Jaap Stelpstra. Furthermore, based on the studies described above and a literature review, a theoretical chapter was written together with Lisette Wijnia, Anique de Bruin and Fred Paas submitted as a bookchapter.