Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

verfasst von
Yelva C. Larsen, Jorge Groß, Franz X. Bogner
Abstract

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.

Externe Organisation(en)
Otto-Friedrich-Universität Bamberg
Typ
Artikel
Journal
Education Sciences
Band
10
Seiten
1-18
Anzahl der Seiten
18
ISSN
2227-7102
Publikationsdatum
16.10.2020
Publikationsstatus
Veröffentlicht
Peer-reviewed
Ja
ASJC Scopus Sachgebiete
Informatik (sonstige), Ausbildung bzw. Denomination, Pädagogische und Entwicklungspsychologie, Physiotherapie, Sporttherapie und Rehabilitation, Angewandte Informatik, Public administration
Ziele für nachhaltige Entwicklung
SDG 7 – Erschwingliche und saubere Energie
Elektronische Version(en)
https://doi.org/10.3390/educsci10100284 (Zugang: Offen)