Cooperative Learning: Effects of Task, Reward, and Group Size on Individual Achievement
Cooperative Learning: Effects of Task, Reward, and Group Size on Individual Achievement
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合作学习：任务、奖励和小组规模对个人成就的影响
DOI：
10.1037/e539012006-001
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发表时间：
1986
期刊：
影响因子：
--
通讯作者：
J. Hayes
中科院分区：
文献类型：
--
作者：
J. D. Hagman;J. Hayes
摘要：本研究旨在 (a) 确定合作学习是否可以有效促进个人成就，如果可以，(b) 确定可以预期获益的具体条件。在两个实验中，受训设备记录和零件专家、军事职业专业 (MOS) 76C 接受了 15 个关于如何执行特定补给相关任务的指令，作为高级个人训练 (AIT) 的一部分。实验 1 比较了 280 名学员在合作学习或个人学习下完成实践练习 (PE) 后的测试表现。在合作学习中，学员以二人或四人为一组，互相帮助学习。在个人学习中，他们单独学习，并从导师那里获得帮助，而不是互相帮助。此外，小组成员可以单独或作为小组因其后续的个人测试表现而获得奖励（即允许参加补习室继续完成课程）。结果显示，（a）合作学习提高了个体受训者的测试分数，但只有在与小组奖励应急措施相结合时才有效；（b）一旦小组规模达到四名成员，就会产生显着的效益。这些发现对陆军训练的意义在于，可以通过四人小组的合作学习来获得个人成绩的提高，而无需修改培训材料，也无需增加对培训资源的需求。
Abstract : This research sought to (a) determine whether cooperative learning can effectively promote individual achievement, and if so, (b) identify specific conditions under which a benefit can be expected. In each of two experiments, trainee Equipment Records and Part Specialists, Military Occupational Specialty (MOS) 76C, received 15 blocks of instruction on how to perform specific supply- related tasks as part of Advanced Individual Training (AIT). Experiment 1 compared the test performance of 280 trainees after they had completed practical exercises (PEs) under either cooperative or individual learning. Under cooperative learning, trainees worked together in groups of two or four and helped each other learn. Under individual learning, they worked alone and obtained help from an instructor rather than from each other. In addition, group members were rewarded (i.e., allowed to proceed through the course with attending remedial study halls) either independently or as a group for their subsequent individual test performance. Results revealed that (a) cooperative learning improved individual trainee test scores but only when coupled with a group reward contingency, and (b) significant benefits occurred once group size reached four members. The significance of these findings for Army training dis that individual achievement gains can be obtained through cooperative learning in four-member groups without modifying training materials and without increasing the demand for training resources.