Catalog Home Page

Promoting effective collaborative case-based learning at university: A metacognitive intervention

Khosa, D.K. and Volet, S.E. (2013) Promoting effective collaborative case-based learning at university: A metacognitive intervention. Studies in Higher Education, 38 (6). pp. 870-889.

Link to Published Version: http://dx.doi.org/10.1080/03075079.2011.604409
*Subscription may be required

Abstract

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.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
School of Veterinary and Biomedical Sciences
Publisher: Carfax Publishing Ltd.
Copyright: 2011 Society for Research into Higher Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/8272
Item Control Page