Details
| Original language | English |
|---|---|
| Article number | 284 |
| Pages (from-to) | 1-18 |
| Number of pages | 18 |
| Journal | Education Sciences |
| Volume | 10 |
| Issue number | 10 |
| Publication status | Published - 16 Oct 2020 |
| Externally published | Yes |
Abstract
Keywords
- Autonomy in group learning, Classroom management, Hands-on learning, Intrinsic motivation, Mobile science centre, Peer monitoring, Peer-regulation, Self-regulation, Semi-formal learning, Workbook guidance
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Computer Science(all)
- Computer Science Applications
- Social Sciences(all)
- Public Administration
Sustainable Development Goals
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In: Education Sciences, Vol. 10, No. 10, 284, 16.10.2020, p. 1-18.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour
AU - Larsen, Yelva C.
AU - Groß, Jorge
AU - Bogner, Franz X.
N1 - Publisher Copyright: © 2020 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2020/10/16
Y1 - 2020/10/16
N2 - Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.
AB - Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.
KW - Autonomy in group learning
KW - Classroom management
KW - Hands-on learning
KW - Intrinsic motivation
KW - Mobile science centre
KW - Peer monitoring
KW - Peer-regulation
KW - Self-regulation
KW - Semi-formal learning
KW - Workbook guidance
UR - http://www.scopus.com/inward/record.url?scp=85092672360&partnerID=8YFLogxK
U2 - 10.3390/educsci10100284
DO - 10.3390/educsci10100284
M3 - Article
VL - 10
SP - 1
EP - 18
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 10
M1 - 284
ER -