Monitoring makes a difference : quality and temporal variation in teacher education students’ collaborative learning
Näykki, Piia; Järvenoja, Hanna; Järvelä, Sanna; Kirschner, Paul (2015-08-25)
Piia Näykki, Hanna Järvenoja, Sanna Järvelä & Paul Kirschner (2017) Monitoring makes a difference: quality and temporal variation in teacher education students ’collaborative learning, Scandinavian Journal of Educational Research, 61:1, 31-46, DOI:10.1080/00313831.2015.1066440
This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 25th Aug 2015, available online: http://www.tandfonline.com/10.1080/00313831.2015.1066440.
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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