12.10.06
Hooper, S. and Hannafin, M.J. The Effects of Group Composition on Achievement, Interaction, and Learning Efficiency During Computer- Cooperative Instruction. Educational Technology Research and Development, 39(3), p. 27-40.
Hooper, S. and Hannafin, M.J. The Effects of Group Composition on Achievement, Interaction, and Learning Efficiency During Computer- Cooperative Instruction. Educational Technology Research and Development, 39(3), p. 27-40.
125 students were paired (somehow) into either heterogeneous or homogeneous pairs where students were evaluated either individually or as a pair. Heterogeneous groups increased efficiency and interaction in low-ability students but not high ability students. Homogeneous groups increased efficiency for high ability students, when compared with heterogeneous groups, but not low ability students. Students in group accountability conditions had higher posttest achievement scores than those who were in an individual accountability condition.
Good overview of the claims of the cooperative learning literature. Much of the cooperative learning literature focuses on (if they mention group composition at all) heterogeneous groups. TAI and Jigsaw both focus and hinge on group members having differing knowledge. In addition, the authors also used one of my favorite social science terms: social loafing. Social loafing can and does occur when too many people are in a group and group members can get along without doing too much work. I don’t think this concept is addressed enough in the cooperative learning literature.
