Promoting effective collaborative case-based learning at university: A metacognitive intervention
Khosa, D.K. and Volet, S.E.ORCID: 0000-0001-8450-6663
(2013)
Promoting effective collaborative case-based learning at university: A metacognitive intervention.
Studies in Higher Education, 38
(6).
pp. 870-889.
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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.
Item Type: | Journal Article |
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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 |
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