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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6309
Title: Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning
Authors: Näykki, Pia
Järvenoja, Hanna
Järvelä, Sanna
Kirschner, Paul A.
Keywords: Collaborative learning
Monitoring
Regulation of learning
Issue Date: 2015
Citation: Näykki, P., Järvenoja, H., Järvelä, S., Kirschner, P. A. (2015). Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research, 1-16. doi: 10.1080/00313831.2015.1066440
Abstract: The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month course. Video recordings (33 hours) of face-to-face group interaction (n = 12,931 speech turns) and pre- and post-tests of students’ knowledge were collected. The results show that the well-performing group was more engaged in high-level knowledge co-construction and monitoring activities. The well-performing group was also capable of maintaining a higher level throughout the tasks, whereas the lower performing groups’ knowledge co-construction and monitoring activities was reduced during the course.
URI: http://hdl.handle.net/1820/6309
Appears in Collections:1. FEEEL Publications, books and conference papers

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