Overcoming Collaborative Inhibition through Error Correction: A Classroom Experiment

Abstract

Summary Research in classrooms has shown mixed evidence for benefits of collaborative learning compared with learning individually. Moreover, laboratory research has shown that individuals working in dyads or groups often perform worse than individuals working alone — a robust finding called the collaborative inhibition effect. Despite these findings, we hypothesize that some classroom activities may afford benefits for collaborative learning over individual learning. We created a classroom writing activity that incorporated features such as shared prior knowledge and error‐correction processes, which have been hypothesized to eliminate collaborative inhibition and to support constructive collaboration. Students participated in this activity either individually or in dyads. Results showed that the individuals who worked collaboratively performed equally well as those who worked individually and also showed better learning as measured by performance on a future writing assignment. Copyright © 2011 John Wiley & Sons, Ltd.