The effects of jigsaw- and constructive controversy-based collaborative learning strategies on older adults’ eHealth literacy

Abstract

A collaborative eHealth literacy intervention for older adults was developed using two collaborative learning strategies (jigsaw and constructive controversy) and tested by comparing learning outcomes with those produced using individualistic learning strategies. This paper presents results from an experiment conducted from October 2011 to March 2012 using a 2x2 mixed factorial design where learning method (individualistic; collaborative) was the between-participants variable and time of measurement (pre; post) was the within-participants variable. In total, 172 participants (age range: 50-87; M =67.58; SD =7.47) were randomly assigned to the collaborative learning or individualistic learning condition (collaborative: 75; individualistic: 97). The interventions comprised four 2-hour sessions held at a public library. Univariate repeated measures analyses detected asignificant difference in computer and web knowledge by learning method, with individualistic learning outperforming collaborative learning: F 1,127 =7.13; p=0.009. No significant difference was detected in computer and web skill F 1,125 =2.30; p=1.32, or eHealth literacy skill F 1,123 =1.96; p=1.64. The results suggest individualistic learning outperforms collaborative learning for simple recall tasks, but not complex tasks requiring knowledge transfer.