Group work does not necessarily equal collaborative learning: evidence from observations and self-reports |
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| Authors: | Mark Summers Simone Volet |
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| Institution: | (1) Murdoch University, Murdoch, Australia;; |
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| 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. |
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