Journal article
Collaborative Learning and Need for Cognition: Considering the Mediating Role of Deep Approaches to Learning
Review of higher education, Vol.45(2), pp.149-179
01/01/2021
DOI: 10.1353/rhe.2021.0019
Abstract
We examine the influence of collaborative learning on need for cognition among students from 17 institutions over four years of college. Net of a wide battery of potential confounding influences including precollege academic ability, race, and a pretest of the outcome measure, for example, we find collaborative learning is associated with gains in need for cognition. Moreover, we find three subconstructs of deep approaches to learning mediate this relationship. Specifically, exposure to collaborative learning activities increases students' use of higher-order learning, integrative learning, and reflective learning, which, in turn, leads to gains in need for cognition.
Details
- Title: Subtitle
- Collaborative Learning and Need for Cognition: Considering the Mediating Role of Deep Approaches to Learning
- Creators
- Chad N. Loes - Mt Mercy Univ, Dept & Listory Polit & Justice, Cedar Rapids, IA 52402 USABrian P. An - Univ Iowa, Educ Policy & Leadership Studies, Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- Review of higher education, Vol.45(2), pp.149-179
- Publisher
- Johns Hopkins University Press
- DOI
- 10.1353/rhe.2021.0019
- ISSN
- 0162-5748
- eISSN
- 1090-7009
- Number of pages
- 32
- Grant note
- Center of Inquiry in the Liberal Arts at Wabash College
- Language
- English
- Date published
- 01/01/2021
- Academic Unit
- Sociology and Criminology; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9984305979202771
Metrics
19 Record Views