Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model

Abstract

A study was conducted to determine the effects of collaborative learning and web-based instruction on academic achievement, in a constructivist environment in a principles of financial accounting course. The instructional module used in the study was implemented in the form of a cognitive apprenticeship and incorporated situated learning tenets. A two-by-two factorial research design was employed. An evaluation of study results indicated that neither collaborative learning nor web-based-instruction alone impacted students_ posttest performance. However, an evaluation of the interaction effect indicated that: collaborative learning was more effective when students were instructed in a classroom setting and utilized traditional, face-to-face collaborative methods; and web-based instruction was more effective when students worked individually rather than in collaborative dyads.