Cited by 1,050Innovative Teaching and Learning MethodsVisual and Cognitive Learning ProcessesEFL/ESL Teaching and Learning

Peer interaction and learning in small groups

Webb, Noreen M.·1989·International Journal of Educational Research

Integrity signals

Registry

Crossref · 10.1016/0883-0355(89)90014-1

Cites

67 of 67 references verified0 citation errors · 0 not checkable

Statistics

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Claims the paper makes

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  • Receiving an explanation not containing an elaboration or receiving no explanation at all is negatively correlated with learning.

    “Although receiving an explanation not containing an elaboration or receiving no explanation at all is negatively correlated with learning (Webb 1989;Webb and Farivar 1999), additional conditions have to be met in order for elaborate explanations to be effective for the receiver.”

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Authors
Webb, N. M.
Affiliations
University of California, Los Angeles (US)
Corresponding author
Webb, Noreen M.
Venue
International Journal of Educational Research
Publisher
Elsevier BV
Published
1989-01
Volume
13
Issue
1
Pages
21-39
ISSN
0883-0355 (ISSN-L)
OpenAlex
W2053909208
Cited by
1,050
References
65
Citations by year
2026: 24 · 2025: 9 · 2024: 17 · 2023: 27 · 2022: 24 · 2021: 27 · 2020: 33 · 2019: 28 · 2018: 31 · 2017: 37 · 2016: 49 · 2015: 38 · 2014: 27 · 2013: 45 · 2012: 55
FWCI
15.13
Type
journal article
Language
en
Open access
closed
Locations
International Journal of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
peer interaction, small group learning, cooperative learning, help-seeking, group composition, student ability, gender differences, personality, task characteristics

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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