Journal article
Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach
Learning and Instruction, Vol.20(6), pp.449-464
2010
Abstract
This article examines the significance of context in university students' development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students' multi-dimensional experiences of group work.
Details
- Title
- Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach
- Authors/Creators
- K. Kimmel (Author/Creator)S.E. Volet (Author/Creator)
- Publication Details
- Learning and Instruction, Vol.20(6), pp.449-464
- Publisher
- Elsevier BV
- Identifiers
- 991005545426007891
- Copyright
- © 2009 Elsevier Ltd
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- Psychology, Educational
- ESI research areas
- Social Sciences, general