Cooperative learning: a closer look at interaction scripts

Abstract

The present study compared differential effects of enacting dyadic cooperative learning scripts on objective learning outcomes and on subjective evaluations of the cooperative interaction. The influence of individual differences was also examined. A 2 x 2 fully crossed design was used with metacognition and elaboration present or not as the between group factors. Learning outcomes were assessed using: total recall, number of main ideas mentioned (macrostructure mentions), accuracy of main (macrostructure accuracy), and the amount and accuracy of detail ideas (microstructure mentions; microstructure accuracy). Questionnaires were used to evaluate the interaction. Results of multivariate analyses (MANOVA) indicated significantly higher means for those groups using scripts with metacognitive components on (a) the recall of macrostructure mentions and accuracy and on (b) interaction ratings of contentions or disagreements, "spirit of competition," concern with making a good impression on the interaction partner, and self-consciousness during the interaction. Findings are discussed in relation to studies that intentionally structure controversy versus this study in which controversy was not structured, but rather emerged spontaneously as partners enacted the error detection and correction script.