NDLI: Metacognitive scaffolding during collaborative learning: a promising combination

Please wait, while we are loading the content...

Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?

Metacognitive scaffolding during collaborative learning: a promising combination

Assessment of metacognitive knowledge in students with special educational needs

Metacognition and Learning : Volume 9, Issue 2, August 2014

Metacognition and Learning : Volume 9, Issue 1, April 2014

Metacognition and Learning : Volume 8

Metacognition and Learning : Volume 7

Metacognition and Learning : Volume 6

Metacognition and Learning : Volume 5

Metacognition and Learning : Volume 4

Metacognition and Learning : Volume 3

Metacognition and Learning : Volume 2

Metacognition and Learning : Volume 1

Metacognitive scaffolding during collaborative learning: a promising combination

Content Provider	Springer Nature Link
Author	Molenaar, Inge Sleegers, Peter Boxtel, Carla
Copyright Year	2014
Abstract	This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds). We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction among group members to enhance the development of students’ metacognitive knowledge.
Starting Page	309
Ending Page	332
Page Count	24
File Format	PDF
ISSN	15561623
Journal	Metacognition and Learning
Volume Number	9
Issue Number	3
e-ISSN	15561631
Language	English
Publisher	Springer US
Publisher Date	2014-07-17
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Shared regulated learning Social metacognition Scaffolding Collaborative learning Elementary education Learning & Instruction Education (general) Teaching and Teacher Education
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Metacognitive learning strategies: differential development patterns in high school

An investigation of the role of contingent metacognitive behavior in self-regulated learning

Using strategy instruction and confidence judgments to improve metacognitive monitoring

Metacognitive calibration—an extended conceptualization and potential applications

The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition

Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning

Teacher beliefs, knowledge, and practice of self-regulated learning

A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

The development of two observational tools for assessing metacognition and self-regulated learning in young children

Metacognitive scaffolding during collaborative learning: a promising combination

Similar Documents

Metacognitive learning strategies: differential development patterns in high school

An investigation of the role of contingent metacognitive behavior in self-regulated learning

Using strategy instruction and confidence judgments to improve metacognitive monitoring

Metacognitive calibration—an extended conceptualization and potential applications

The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition

Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning

Teacher beliefs, knowledge, and practice of self-regulated learning

A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

The development of two observational tools for assessing metacognition and self-regulated learning in young children

Metacognitive scaffolding during collaborative learning: a promising combination