This study investigated the joint effects ofonline student question-generation and cooperative learningstrategies with regard to learning anxiety and student per-ceptions of the value of the related activity for enhancingself-perceived competence. A 2 (question generation vsnon-question generation)92 (cooperative learning vsindividual learning) quasi-experimental research designwas adopted. A total of 132 sixth graders from four classesparticipated in an intervention that lasted for four consec-utive weeks. An online learning system that enabled stu-dents to construct, assess, and answer questions was used.An analysis of the data thus obtained revealed that the jointuse of the cooperative learning and question-generationstrategies did neither lead to less learning anxiety beingassociated with the activity, nor did it promote studentperceptions of the value of the activity for enhancing self-competence with regard to either the learning content orstrategies used, as compared to the approach using only onestrategy. These unexpected results are explained with ref-erence to cognitive load theory. The limitations andsignificance of this study are provided, along with sugges-tions for practitioners and researchers

• Are There Any Joint Effects of Online Student QuestionGeneration and Cooperative Learning?