Abstract
This research examined teaching and learning combinations that tested the relative impact on student achievement when students were paired with one other student or a large group of same-age peers, and when students worked with a teacher or did not. The comparison took place in a computer-supported collaborative learning context. The results reported here demonstrated that access to a teacher or a large group of same-aged peers were equally potent learning resources in computer supported collaborative learning environments. Analyses further confirmed that students working in groups and students individually tutored by a teacher learned and achieved more on a battery of tests than children who worked with only one other child partner. These results differ substantially from a large body of research reported to date ( Bloom, 1984 ; Hughes & Greenhough, 1995 ; Radziszewska & Rogoff, 1991 ; Rogoff, 1990 ).
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