Promoting effective helping behavior in peer-directed groups
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Elaborate explanations were only effective when the receiver was able to apply the explanation in a related task.
“Studies by Webb and Farivar (1999), Webb et al. (1995), and Webb and Mastergeorge (2003), for example, showed that elaborate explanations were only effective when the receiver was able to apply the explanation in a related task.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Webb and Mastergeorge 2003
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- Authors
- Webb, N. M., & Mastergeorge, A.
- Affiliations
- University of California, Los Angeles (US)
- University of California, Davis (US)
- Corresponding author
- Webb, Noreen M.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2003-01
- Volume
- 39
- Issue
- 1-2
- Pages
- 73-97
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2017001529
- Cited by
- 250
- References
- 154
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 9 · 2023: 8 · 2022: 33 · 2021: 17 · 2020: 13 · 2019: 6 · 2018: 8 · 2017: 12 · 2016: 9 · 2015: 9 · 2014: 14 · 2013: 21 · 2012: 9
- FWCI
- 7.36
- 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
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- helping behavior, cooperative learning, help-seeking, help-giving, mathematics learning, junior high school students, teacher role, constructivism, Vygotskian learning, student questioning, classroom climate
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