Learning together and alone : cooperative, competitive, and individualistic learning / David W. Johnson, Roger T. Johnson

TL;DR: In this paper, the authors report on university seminars on modelling for students in their fourth year of study, where students had to write a "learning diary" over the whole semester, and the results give interesting insights in students' learning processes of modelling, their progress and their problems during the semester.

TL;DR: The results indicate that actively participating and contributing high-level ideas were positively correlated with students’ domain knowledge and the implications for understanding online discourse dynamics within and across fixed groups and opportunistic collaboration in a computer-supported collaborative learning (CSCL) environment are discussed.

TL;DR: The findings revealed that practicing in pairs did improve the overall quality of the learners' writing productions even though the fluency of written texts did not change significantly.

TL;DR: In this article, the authors examined the effects of positive interdependence vs. no-interdependence on students' academic achievement and found that students in the positive-interdependent condition engaged in significantly more interaction and more promotive interaction while taking the electronic quizzes and achieved higher scores on the subsequent examinations taken individually.