University of Oulu

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

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

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Author: Näykki, Piia1; Järvenoja, Hanna1; Järvelä, Sanna1;
Organizations: 1Department of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit (LET), University of Oulu, Oulu, Finland
2Welten Institute – Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.1 MB)
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Language: English
Published: Informa, 2017
Publish Date: 2017-10-27


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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Series: Scandinavian journal of educational research
ISSN: 0031-3831
ISSN-E: 1470-1170
ISSN-L: 0031-3831
Volume: 61
Issue: 1
Pages: 31 - 46
DOI: 10.1080/00313831.2015.1066440
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 25th Aug 2015, available online: