Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning

Piia Näykki*, Hanna Järvenoja, Sanna Järvelä, Paul A. Kirschner

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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.
Original languageEnglish
Pages (from-to)31-46
Number of pages16
JournalScandinavian Journal of Educational Research
Volume61
Issue number1
Early online date25 Aug 2015
DOIs
Publication statusPublished - 2017

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monitoring
teacher
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video recording
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Keywords

  • Collaborative learning
  • Monitoring
  • Regulation of learning
  • knowledge co-construction
  • process-orientation
  • teacher education
  • video data

Cite this

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title = "Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning",
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.",
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Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning. / Näykki, Piia; Järvenoja, Hanna; Järvelä, Sanna; Kirschner, Paul A.

In: Scandinavian Journal of Educational Research, Vol. 61, No. 1, 2017, p. 31-46.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

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AU - Järvenoja, Hanna

AU - Järvelä, Sanna

AU - Kirschner, Paul A.

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AB - 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.

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