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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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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
Murdoch Affiliation: School of Education
School of Veterinary and Biomedical Sciences
Publisher: Carfax Publishing Ltd.
Copyright: 2011 Society for Research into Higher Education
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