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) |
Persistent link: | http://urn.fi/urn:nbn:fi-fe2017102750336 |
Language: | English |
Published: |
Informa,
2017
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Publish Date: | 2017-10-27 |
Description: |
AbstractThe 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. see all
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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 |
OADOI: | https://oadoi.org/10.1080/00313831.2015.1066440 |
Type of Publication: |
A1 Journal article – refereed |
Field of Science: |
516 Educational sciences |
Subjects: | |
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: http://www.tandfonline.com/10.1080/00313831.2015.1066440. |