Self-regulation in cooperative student work at university
Abstract
This case study focuses on the functioning of a group of first-year university students in the context of a science epistemology course. It proposes an analysis of their interactions by considering the phases of self-regulation, with the aim of identifying the conditions that favor cooperative work. More precisely, it tests the combination of the two analysis grids in terms of cognitive and socio-emotional interactions, anticipation, performance and reflection phases, and meta-self, meta-group and topic-talk interventions. The results of the analysis show that the combined grid allows a fine understanding of the functioning of a group. Several limitations and possible improvements of this grid are discussed.
Keywords
Full Text:
PDFReferences
Buchs, C., Gilles, I., Antonietti, J.-P., & Butera, F. (2016). Why students need to be prepared to cooperate: A cooperative nudge in statistics learning at university. Educational Psychology, 36(5), 956-974.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39-51.
Johnson, D. W., & Johnson, R. T. (2002). Social interdependence theory and university instruction: Theory into practice. Swiss Journal of Psychology, 61, 119-129.
Johnson, D., Johnson, R., & Stanne, M. (1990). Impact of goal and resource interdependence on problem-solving success. Journal of Social Psychology, 129, 507-516.
Kirschner, F., Paas, F., & Kirschner, P. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615-624.
Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222-232.
Kuhn, D., Capon, N., & Lai, H. (2020). Talking about group (but not individual) process aids group performance. International Journal of Computer-Supported Collaborative Learning, 15, 179-192.
Oliveira, A., & Sadler, T. (2008). Interactive patterns and conceptual convergence during student collaborations in science. Journal of Research in Science Education, 45(5), 634-658.
Schwarz, B., & Baker, M. (2017). Dialogue, argumentation and education: history, theory and practice. New York: Cambridge University Press.
Tolmie, A., Topping, K., Christie, D., Donaldson, C., Howe, C., Jessiman, E.,…, & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20, 177-191.
Zambrano, J., Kirschner, F., Sweller, J., & Kirschner, P. (2019). Effects of group experience and information distribution on collaborative learning. Instructional Science, 47, 531-550.
Zimmerman, B. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147.
DOI: https://doi.org/10.26220/mje.3762
View Counter: Abstract | 0 | times, and PDF | 0 | times
Refbacks
- There are currently no refbacks.
Mediterranean Journal of Education | ISSN: 2732-6489 | Department of Educational Sciences and Early Childhood Education - University of Patras.
Pasithee | Library & Information Center | University of Patras