Logo image
Back
Group work does not necessarily equal collaborative learning: evidence from observations and self-reports
Journal article   Peer reviewed

Group work does not necessarily equal collaborative learning: evidence from observations and self-reports

M. Summers and S.E. Volet
European Journal of Psychology of Education, Vol.25(4), pp.473-492
2010
DOI: https://doi.org/10.1007/s10212-010-0026-5
url
Link to Published Version *Subscription may be requiredView

Abstract

Situative and sociocognitive analyses were combined to examine engagement in high-level collaborative learning and its relationship with individuals' cognitions. Video footage of 53 science university students' (nine groups) collaborative learning interactions as they worked through a case-based project was analysed in combination with students' appraisals and reflections on the activity. Sizeable group differences in amount of high-level discussion of learning content were revealed. Individual high-level contributions were positively correlated with overall unit performance. Motivation at task onset predicted amount but not depth of content-related group discussion. Interviews with participants suggested that groups' divergent patterns of engagement with content could be related to different perceptions of the notion of collaborative learning. Results are discussed in terms of implications for collaborative learning research and educational practice.

Details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Metrics

72 Record Views
55 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.31 Self-Regulated Learning
Web Of Science research areas
Psychology, Educational
ESI research areas
Psychiatry/Psychology
Logo image