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

Abstract

This study explores teacher education students' knowledge co-construction activities, taskrelated 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 taskrelated monitoring and script use in groups with active and passive knowledge coconstruction. 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 coconstruction 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.

BE COOL! a digital learning environment to challenge and socially include gifted learners

“…The study showed that children were able to work with the four steps on the worksheet that guided them through the cooperative knowledge-sharing process. In addition, in line with the literature (e.g., Vuopala et al 2019), an initial comparison with groups that did not use the worksheet showed that there was a more equal distribution of contributions to the cooperative process in the worksheet groups. However, the second step of the worksheet, which focused on writing down knowledge that was shared by the other group members, was not self-evident.…”

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

“…We ground this study in the increasing empirical understanding of the multifaceted interaction processes involved in collaborative learning, integrating cognitive, and affective components as the core of collaboration (Volet et al, 2009;Järvel et al, 2010Järvel et al, , 2013Näykki et al, 2014;Ucan and Webb, 2015;Sobocinski et al, 2016;Isohätälä et al, 2019a;Vuopala et al, 2019). In theory, collaborative learning requires group members to be aware of and to coordinate with their cognitive, metacognitive, motivational, and emotional resources and efforts (Hadwin et al, 2018).…”

Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education

“…Active participation in knowledge-sharing activities is known to lead to higher learning outcomes (Vuopala et al, 2019). To reach active participation, it is important that domain-related knowledge is shared within the group (Webb, 1982a(Webb, , 1982b(Webb, , 1984, that this knowledge is elaborated upon (van den Bossche, Gijselaers, Segers, & Kirschner, 2006;Webb, 1991), and that group members equally participate in the dialogue (Weinberger & Fischer, 2006).…”