A Revision on Group Work: Assign complex—rather than simple—tasks


Paul Kirschner, John Sweller, Femke Kirschner, and Jimmy Zambrano published a recent paper in the International Journal of Computer-Supported Collaborative Learning titled, “From Cognitive Load Theory to Collaborative Cognitive Load Theory,” in which they make the case that cognitive load theory needs to be reconsidered from a different frame for group tasks.

I found it interesting because I had created a synthesis on group learning a while back (read all about it here), and much of Kirschner et al.’s synthesis aligns with much of what I found, such as that group work requires the development of collaborative skills, the importance of clear, accountable roles and expectations for group tasks, or that heterogenous grouping should be our default when creating groups.

However, there was one key piece that seemed to contradict a finding I had drawn from Doug Fisher and Nancy Frey’s book, “Guided Instruction,” which is that new concepts and information should not be introduced during group work, as this would overload students’ working memory.

Kirschner et al. instead suggest that working as a group creates a collective working memory, and that therefore group tasks should be more complex. They state, “… learning in a team is more effective than individual learning if the complexity of the to-be-learned material is so high that it exceeds the limits of each individual learner’s working memory.” They furthermore suggest that greater complexity will make the task more engaging for the group: “Collaboration will occur when the task is complex enough to justify the extra time and effort involved in collaborating with others.”

However, they also caution that “In terms of cognitive load, if learners have not acquired [task-specific collaboration] skills prior to beginning on the collaborative task, the load induced here could be so high as to hinder collaborative learning.” This agrees with what I also found in my synthesis, which is that fostering effective group work requires time and training, with explicit learning objectives for the skills practiced in group specific tasks. As Kirschner et al. puts it, “We may need to be taught how to communicate and coordinate carrying out complex tasks in order to optimize transactive activities and construct better knowledge and skill schemas (Zambrano et al. 2018).”

Kirschner et al. also highlight the different considerations we need to make for students based on what they already know. In fact, they seem to suggest that students with low levels of domain-specific knowledge can benefit the most from engaging in group tasks, whereas students with higher level of expertise may have their learning hindered by the additional elements introduced by collaboration. Here’s two relevant quotes on this:

“When teams are composed of learners with a low level of domain-specific knowledge, these novices need to be involved in cognitively demanding search-based problem solving, whereas when they are knowledgeable, this is not the case as the learners can probably deal with the problems using their available knowledge base. Also, when teams are composed of learners with a low level of domain-specific knowledge, there is a greater potential for a larger increase in collective WM than when individuals have high levels of domain-specific knowledge required by the task.”

“With respect to cognitive load, if learners have relevant knowledge to carry out a task, communication and coordination activities may be unnecessary or even detrimental to learning. When there is little domain-specific knowledge, the cognitive load incurred by transactions could positively impact learning but where there is a great degree of expertise, and thus where transactions are either unnecessary for or detrimental to learning (Zambrano et al. 2017b), the cognitive load incurred could negatively impact learning.”

I’m glad I reviewed this article, as it has helped me to clarify my thinking about assigning group work.

To summarize the key point I’m revising my thinking about group work on:

Fromnew concepts and information should not be introduced during group work. Group work should be used for reinforcing, consolidating, and applying information students have already been exposed to


When assigning group work, ensure that the task is complex enough to warrant collaborative effort.

I’ll provide an updated decision-tree and guiding document to reflect this learning soon.

2 thoughts on “A Revision on Group Work: Assign complex—rather than simple—tasks

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