Strategy-Based Technical Instruction: Development and Evaluation

Abstract
This research note discusses scripted peer cooperation, an economical and effective technique for improving the acquisition of technical knowledge and skills. Experiences with scripted cooperation have also been shown to facilitate transfer to individual learning situations and to unscripted groups. At a more specific level, the research behind this note has identified parameters relevant to the assignment of participants to dyads based on pre-measured characteristics, to the selection of scripts dependant on target tasks and the outcomes desired, and to the use of node-link knowledge maps as communications props. In addition, we have used our detailed analyses of cooperative interactions to develop models of task-oriented group processing. This research program has thus provided a basis for the development of an information processing model of cooperative learning, and our detailed analysis of this approach has been a first step in providing a conceptual framework for this powerful educational technique.

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