The influence of timing of peer cooperation on learning

Sara Abercrombie, Carolyn J. Hushman, Kira J. Carbonneau

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


This longitudinal study tests the optimal placement of cooperative learning during instruction. Pre-service teachers (N = 97) were taught about psychology theories applied to educational contexts and were asked to apply this knowledge in problem-solving activities using relevant classroom cases. Participants were assigned to either (Early) or (Later) cooperative group (factor 1). In the former, the learners first encountered problem-solving case questions in cooperative groups, and the latter first engaged in independent problem solving, then cooperative groups. To draw out the importance of timing as it relates to cooperation, we also included a second factor, where the participants were assigned to either a group (Cooperation) or an individual condition (Control). Results confirm the benefits of cooperation over individual work and suggest that timing cooperative discussions after initial independent problem solving for students in cooperative groups result in more desirable outcomes, but that timing is less influential when students work alone.

Original languageEnglish (US)
Pages (from-to)881-899
Number of pages19
JournalEducational Psychology
Issue number7
StatePublished - Aug 9 2019


  • Cooperative learning
  • case-based learning
  • group work
  • problem-solving
  • teacher education

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'The influence of timing of peer cooperation on learning'. Together they form a unique fingerprint.

Cite this