A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Promoting effective collaborative case-based learning at university – A metacognitive intervention
Alaotsikko: A metacognitive intervention
Tekijät: Deep K. Khosa, Simone E. Volet
Kustantaja: Routledge
Julkaisuvuosi: 2013
Journal: Studies in Higher Education
Numero sarjassa: 6
Vuosikerta: 38
Numero: 6
Aloitussivu: 870
Lopetussivu: 899
Sivujen määrä: 30
ISSN: 1470-174X
eISSN: 1470-174X
DOI: https://doi.org/10.1080/03075079.2011.604409
Tiivistelmä
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a clinical case-based group assignment. The intervention introduced students to a twofold metacognitive strategy aimed at enhancing learning through meaning making in group interactions and high-level questioning. The research involved a semi-experimental design, with a previous student cohort providing control data. Observation and self-report data converged to show that the intervention led to increased time spent on case content-discussion, but not at the desired deep level. The intervention's positive impact was also evident in self-reports of personal goals, perceived difficulty of the assignment, group and task challenges, and evaluations of learning.
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a clinical case-based group assignment. The intervention introduced students to a twofold metacognitive strategy aimed at enhancing learning through meaning making in group interactions and high-level questioning. The research involved a semi-experimental design, with a previous student cohort providing control data. Observation and self-report data converged to show that the intervention led to increased time spent on case content-discussion, but not at the desired deep level. The intervention's positive impact was also evident in self-reports of personal goals, perceived difficulty of the assignment, group and task challenges, and evaluations of learning.
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