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Cooperative Learning and Academic Writing Skills: An Application of the Collective Working Memory Effect

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Pubblicato in:Education Sciences vol. 15, no. 10 (2025), p. 1392-1404
Autore principale: Surwanti Dita
Altri autori: Loyens Sofie, Burke, Michael, Hikmah Isti’anatul, Gemilang Adria Vitalya, Rikers Remy
Pubblicazione:
MDPI AG
Soggetti:
Indonesia
Instructional design
Student writing
Cognitive load
Learning activities
Efficiency
Cooperative learning
Educational objectives
Collaborative learning
Independent study
Collective memory
Instructional Improvement
Academic Language
Control Groups
Experimental Groups
Addition
Group Instruction
Long Term Memory
Learning Processes
Group Dynamics
Instructional Materials
Memory
Language Tests
Laboratory Experiments
Collaborative Writing
Charts
Instructional Effectiveness
Educational Environment
Cognitive Ability
Learner Engagement
English
Graphs
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Abstract:Cognitive Load Theory (CLT) has primarily been applied to individual learning, while research on collaborative learning under CLT remains inconclusive. This experimental study investigated the effect of collective working memory on cognitive load, writing performance, and learning efficiency among 150 Indonesian undergraduates. Participants were assigned to either an individual learning (control) or cooperative learning (experimental) condition. Baseline writing performance differed between groups, so gain scores were analyzed. Results showed that both groups improved significantly in writing performance, with no significant differences between conditions. Cognitive load increased slightly in the cooperative learning group, while learning efficiency showed a small positive trend. These findings suggest that cooperative learning may support writing performance and efficiency in complex tasks, although clear advantages over individual learning were not established. Further research is needed with balanced baseline groups and longer interventions.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101392
Fonte:Education Database