R. Hall Scritped Cooperative Learning Research

Lab Studies

A number of field studies have indicated that, given the right instruction, students can learn effectively in pairs and in small groups (e.g., Slavin, 1983; 1990). However, few studies have examined the strategies within a controlled-laboratory setting, and few have involved post-secondary students. In order to fill this gap Dansereau and his colleagues developed the "MURDER" method (Dansereau et al., 1979) Over the last several years, Dansereau and his colleagues (e.g., Hall, et al. 1988; Patterson, Dansereau, & Newborn, 1992; O'Donnell et al., 1985) have conducted a research program aimed at the examination of learning strategies based on this technique. This is referred to as "scripted cooperative learning." The technique consists of a controlled interaction between two students as they learn some body of text material. Laboratory research indicates that the strategy has a number of potential benefits. First, the method can serve to increase acquisition of text material relative to students studying alone (Hall et al., 1988). In addition, the method appears to enhance metacognitive (i.e., comprehension-monitoring and error detection) skills (Hall, Dansereau, O'Donnell, & Skaggs, 1989), and generates positive affect associated with studying relative to learners studying alone (O'Donnell, Dansereau, Hall & Rocklin, 1987). Lastly, the technique has been found to lead to improvements in both oral and written communication (O'Donnell, Larson, Dansereau, & Rocklin, 1985).

References

R. Hall' Lab Study Publications

Scripted Collaborative Learning in the Context of College Classes

Hall, R.H., Sidio-Hall, M.A., & Saling, C.B. (1996, April). A comparison of learning strategies within the context of a post-secondary class: Effects on initial learning and transfer. Presentation at the annual meeting of the American Educational Research Association, New York, NY.

Abstract

Ninety-five students studied a one thousand word passage covering sensory processes within the context of their general psychology class in one of three learning strategy conditions. One third of the students studied the passage in pairs using a scripted cooperative learning method. One third studied the passage in the form of knowledge maps, individually. The other students studied the passage individually using whatever strategy they chose. Two days later the students completed a free recall test over this information, after which they studied a second (transfer) passage. When studying the transfer passage, students studied individually using whatever strategy they felt would be most effective. Two days later students completed free recall tests over the transfer passage. Those in the scripted cooperative learning group recalled more information on both the initial and transfer recall tests - significantly more than the knowledge map groups in initial recall, and significantly more than the control group on transfer. While those in the knowledge map group scored lower than all groups on initial recall, the order of the means changed on transfer recall, with the knowledge map group outsocring the control group. Over all, the results were taken to indicate that the scripted cooperative learning method was very effective, particularly in transfer, while the knowledge map method was not very effective, particularly for initial learning. Potential factors accounting for these effects are identified and discussed.

Hall, R.H., Mancini, B.M., & Hall, J.L. (1996, August). Scripted Cooperative Learning and Testing in a Post-Secondary Class. Presentation at the annual meeting of the American Psychological Association, Toronto, Canada.

Abstract

The purpose of the present investigation was to examine two dyadic learning scripts within the context of a post-secondary class. Students studied class materials using both a cooperative learning and cooperative testing technique, and completed tests immediately following studying as well as two days later. The results indicated that the learning strategy was slightly more effective for immediate retention, while the testing strategy was substantially more effective for long term retention. The authors interpret the findings as demonstrating the importance of multiple sources of feedback (i.e., partner and test), as opposed to time spent interacting with one's partner. The congruence of the testing strategy with the criterion measure was posed as potentially accounting for the results. This explanation, however, was deemed less plausible since the superior test strategy effect was only found in delayed recall.

Hall, R. H. & Mancini, B. M. (1997). "Real life" scripted collaborative discussion within the context of a general psychology class. Cooperative Learning and College Teaching. 8(1), 9-10.

Abstract

We describe a "real life" scripted collaborative activity conducted within the context of a general psychology class. The activity consisted of a guided interaction in which students responded to open ended questions. The questions were designed to enco urage students to think creatively and critically about information presented in the class. The activities design was based on research which indicates that scripted cooperative learning can serve as a viable adjunct to the traditional lecture format, es pecially with respect to encouraging higher level, deep processing. Students subjective responses to the activity were overwhelmingly positive, and analyses of questionnaire items that students completed at the end of the semester indicated that the acti vity served to encourage students to think about psychology at a deeper level, and that it was also a generally positive social experience.

Mancine, B.M., Hall, R.H., Hall, M.A., & Stewart, B. (1998). The invidivual in the dyad: A qualitative analysis of scripted cooperative learning. Journal of Classroom Interaction, 33(1), 14-22.

Abstract

A qualitative analysis was carried out with the goal of identifying underlying factors that played a mediational role in determining the effectiveness of scripted cooperative learning, a guided dyadic interaction, which has been found to be effective in a number of previous investigations. Nine, one hour scripted cooperative learning sessions, conducted within an Educational Psychology class, were videotaped, and viewed by two experimenters. The experimenters noted specific behaviors on the part of the students that appeared to mediate the effectiveness of the dyad and rated each dyad in terms of cognitive and social effectiveness. The dyads were then grouped into categories based on outcomes and the behaviors were synthesized and related to the outcome categories. Personality emerged as the primary mediational variable, in terms of both cognitive and social outcomes. The four principal personality factors identified were dominance, affect, task focus, and social skill.