When Smart Groups Fail

Barron, Brigid

doi:10.1207/s15327809jls1203_1

Cited by 1,446Innovative Teaching and Learning MethodsScience Education and PedagogyVisual and Cognitive Learning Processes

When Smart Groups Fail

Barron, Brigid·2003·Journal of the Learning Sciences

DOI 10.1207/s15327809jls1203_1

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Abstract

In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-solving outcomes. Instead, both characteristics of proposals and partner responsiveness were important correlates of the uptake and documentation of correct ideas by the group. Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them. Conversations in less successful groups were relatively incoherent as measured by the extent that proposals for solutions in these groups were connected with preceding discussions. Performance differences observed in triads extended to subsequent problem-solving sessions during which all students solved the same kinds of problems independently. These findings suggest that the quality of interaction had implications for learning. Case study descriptions illustrate the interweaving of social and cognitive factors involved in establishing a joint problem-solving space. A dual-space model of what collaboration requires of participants is described to clarify how the content of the problem and the relational context are interdependent aspects of the collaborative situation. How participants manage these interacting spaces is critical to the outcome of their work and helps account for variability in collaborative outcomes. Directions for future research that may help teachers, students, and designers of educational environments learn to see and foster productive interactional practices are proposed.

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Group members of successful groups outperformed members of less successful groups on individual mastery and transfer tests.
“Barron also showed that the group members of successful groups outperformed members of less successful groups on individual mastery and transfer tests.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Barron 2003
Successful groups display higher levels of engaged responses compared with unsuccessful groups.
“Successful groups display higher levels of these engaged responses compared with unsuccessful groups.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Barron 2003
Successful groups differ from less successful groups in how group members responded to proposals and maintained joint attention.
“She found marked differences between these groups with respect to how group members responded to proposals by group members and how well they were able to maintain joint attention.”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Barron 2003

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“Constructing a joint problem-solving space require that one makes his or her own thinking visible to the group (e.g., Brown, Collins, & Duguid, 1989 ) and bringing out or recognizing others’ thinking.”
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Authors: Barron, B.
Affiliations: Stanford University (US)
Corresponding author: Barron, Brigid
ORCID: Barron, Brigid
Venue: Journal of the Learning Sciences
Publisher: Informa UK Limited
Published: 2003-07
Volume: 12
Issue: 3
Pages: 307-359
ISSN: 1050-8406 (ISSN-L)
1532-7809
DOI: 10.1207/s15327809jls1203_1
OpenAlex: W2046179518
Semantic Scholar: 9024f59c490e7b2334f1646094aa5c5559f84e6a
Cited by: 1,446
References: 94
Citations by year: 2026: 63 · 2025: 78 · 2024: 76 · 2023: 76 · 2022: 102 · 2021: 106 · 2020: 72 · 2019: 75 · 2018: 70 · 2017: 72 · 2016: 78 · 2015: 68 · 2014: 82 · 2013: 76 · 2012: 60
FWCI: 33.49
Type: journal article
Language: en
Open access: closed
Locations: Journal of the Learning Sciences (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: collaborative problem solving, group interaction, partner responsiveness, junior high school students, interactional practices

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