Metacognition About Collaborative Learning: Students' Beliefs Are Inconsistent with Their Learning Preferences.

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Behavioral Sciences Pub Date : 2024-11-16 DOI:10.3390/bs14111104
Yunfeng Wei, Nicholas C Soderstrom, Michelle L Meade, Brandon G Scott
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Abstract

Collaboration plays an important role in educational contexts. However, little is known about students' metacognitive beliefs about collaboration. The present study used an online survey to investigate students' beliefs toward group study/recall, their studying preferences, strategies they use when studying individually and in groups, and important characteristics of their group members. Results indicate that, although students generally perceive collaboration as beneficial, they prefer individual study, indicating that their beliefs are inconsistent with their learning preferences. Students report social learning as the primary reason for collaborative benefits but prefer to study alone to minimize distraction and increase personal accountability. Further, they use different strategies when studying individually or in a group. When studying individually, students most frequently report re-reading their notes. However, when studying in groups, students most frequently use strategies emphasizing collaboration and interaction, such as quizzing each other. Also, students prefer to work with group members who are focused, motivated, and hard working. Students' beliefs, preferences, and favored characteristics of group members are related to their frequency of using study groups. Students' metacognitive beliefs about collaboration have implications for theories of self-regulated learning and better use of collaboration in educational contexts.

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关于协作学习的元认知:学生的信念与他们的学习偏好不一致。
协作在教育环境中发挥着重要作用。然而,人们对学生的协作元认知信念知之甚少。本研究采用在线调查的方式,调查了学生对小组学习/复习的信念、他们的学习偏好、他们在个人学习和小组学习时使用的策略,以及小组成员的重要特征。结果表明,虽然学生普遍认为合作是有益的,但他们更喜欢个人学习,这表明他们的信念与学习偏好不一致。学生认为社会学习是合作带来益处的主要原因,但他们更喜欢单独学习,以减少分心和增强个人责任感。此外,他们在单独学习和小组学习时使用不同的策略。单独学习时,学生最常说的是重读笔记。然而,在小组学习时,学生最常使用的策略是强调合作和互动,如互相问答。此外,学生更喜欢与专注、积极和勤奋的小组成员一起学习。学生的信念、偏好和喜欢的小组成员特征与他们使用学习小组的频率有关。学生对协作的元认知信念对自我调节学习理论和在教育环境中更好地利用协作具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Behavioral Sciences
Behavioral Sciences Social Sciences-Development
CiteScore
2.60
自引率
7.70%
发文量
429
审稿时长
11 weeks
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