University of Oulu

Essi Vuopala, Piia Näykki, Jaana Isohätälä, Sanna Järvelä, Knowledge co-construction activities and task-related monitoring in scripted collaborative learning, Learning, Culture and Social Interaction, Volume 21, 2019, Pages 234-249, ISSN 2210-6561, https://doi.org/10.1016/j.lcsi.2019.03.011

Knowledge co-construction activities and task-related monitoring in scripted collaborative learning

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Author: Vuopala, Essi1; Näykki, Piia1; Isohätälä, Jaana1;
Organizations: 1Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe202003128048
Language: English
Published: Elsevier, 2019
Publish Date: 2021-04-08
Description:

Abstract

This study explores teacher education students' knowledge co-construction activities, task-related monitoring and script use in collaborative learning situations. The specific aims are to investigate how students engage in knowledge co-construction activities and to compare task-related monitoring and script use in groups with active and passive knowledge co-construction. The participants of this study were five small groups of teacher education students (N = 19); collaborative learning in these groups was supported with a designed script for regulation of learning over a six-weeks environmental science course. The data was collected by videotaping the groups' face-to-face interaction, and analysed by focusing on verbalised knowledge co-construction activities, task-related monitoring and script use. The results show that there were differences in the quantity and quality of knowledge co-construction activities, task-related monitoring and script use between the groups. Compared to groups with more passive knowledge co-construction, the group with more active knowledge co-construction also showed more task-related monitoring, particularly monitoring of content understanding, and more thorough use of the script for supporting their learning. Based on the findings, it was concluded that qualitative differences between groups in collaborative learning extend from differences in knowledge co-construction activities to differences in monitoring processes and the use of script.

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Series: Learning, culture and social interaction
ISSN: 2210-6561
ISSN-E: 2210-657X
ISSN-L: 2210-6561
Volume: 21
Pages: 234 - 249
DOI: 10.1016/j.lcsi.2019.03.011
OADOI: https://oadoi.org/10.1016/j.lcsi.2019.03.011
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the Academy of Finland [grant number 273970].
Copyright information: © 2019 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.
  https://creativecommons.org/licenses/by-nc-nd/4.0/