The DOI matches its Crossref record; 66 of the 66 references it cites were found in a registry or an index.
Peer interaction and learning in small groups
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“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.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Webb 1989
Citations
Cites
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Cited by
Sorted by citations
Eliciting Self‐Explanations Improves Understanding
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Metadata
- Authors
- Webb, N. M.
- Affiliations
- University of California, Los Angeles (US)
- Corresponding author
- Webb, Noreen M.
- ORCID
- 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
- Semantic Scholar
- 651ea081eb9f0d8795f7cf2807e9592409a4b381
- 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
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