NDLI: Productive failure in CSCL groups

Content Provider	Springer Nature Link
Author	Kapur, Manu Kinzer, Charles K.
Copyright Year	2008
Abstract	This study was designed as a confirmatory study of work on productive failure (Kapur, Cognition and Instruction, 26(3), 379–424, 2008). N = 177, 11th-grade science students were randomly assigned to solve either well- or ill-structured problems in a computer-supported collaborative learning (CSCL) environment without the provision of any external support structures or scaffolds. After group problem solving, all students individually solved well-structured problems followed by ill-structured problems. Compared to groups who solved well-structured problems, groups who solved ill-structured problems expectedly struggled with defining, analyzing, and solving the problems. However, despite failing in their collaborative problem-solving efforts, these students outperformed their counterparts from the well-structured condition on the individual near and far transfer measures subsequently, thereby confirming the productive failure hypothesis. Building on the previous study, additional analyses revealed that neither preexisting differences in prior knowledge nor the variation in group outcomes (quality of solutions produced) seemed to have had any significant effect on individual near and far transfer measures, lending support to the idea that it was the nature of the collaborative process that explained productive failure.
Starting Page	21
Ending Page	46
Page Count	26
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	4
Issue Number	1
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2008-12-10
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Ill-structured problem solving Well-structured problem solving Synchronous collaboration Problem-solving failure Cognitive Psychology Computers and Education User Interfaces and Human Computer Interaction Learning & Instruction Educational Technology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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