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2 results

  • 25 - The Collaboration Principle in Multimedia Learning

  • from Part VI - Principles Based on Social and Affective Features of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 304-312

  • Summary

    The collaboration principle in multimedia learning states that collaborative learning is most effective when the distribution advantage learners experience during collaborative learning (i.e., the cognitive benefit learners experience from being able to share the burden of information processing with team members) is larger than the transaction costs learners also experience (i.e., the cognitive demands placed on individual learners due to the need to communicate, coordinate, and regulate their actions). The design of multimedia environments may affect the outcomes of collaborative learning in a positive way, for example, by increasing the distribution advantage of learners by offering tools that facilitate sharing of information, or by lowering the transaction costs of collaboration by offering tools for effective communication.

  • 27 - Multimedia Learning of Metacognitive Strategies

  • from Part IV - Multimedia Learning of Cognitive Processes
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 647-672

  • Summary

    The collaboration principle in multimedia learning, which consists of three related sub-principles, determines when and under what conditions collaboration will positively affect learning in a multimedia environment. Flashmeeting is an example of multimedia collaborative environment that allows for tasks of various complexities to be carried out (Principle 1) and stimulates groups cognitive processes (Principle 2) by providing tools for real-time group work (with synchronous sound, pictures, text, etc.), a repository for sharing documents, and even recording facilities for the meeting, making information available to all participants asynchronously after the meeting has taken place (Principle 3). Collaboration in multimedia learning is effective when the distribution of tasks is such that the cognitive processes involved in carrying out the tasks and the products of those processes are complementary and/or supplementary. The collaborative principles in multimedia learning rest for a large part on hypotheses and assumptions about cognitive load.