Knowledge-Building and Metacognition Matter: Detecting Differences between High- and Low-Performance Groups in Computer-Supported Collaborative Learning

Autor/inn/en	Zheng, Lanqin; Niu, Jiayu; Zhong, Lu; Gyasi, Juliana Fosua
Titel	Knowledge-Building and Metacognition Matter: Detecting Differences between High- and Low-Performance Groups in Computer-Supported Collaborative Learning
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1988678
Schlagwörter	Metacognition; High Achievement; Low Achievement; Electronic Learning; Cooperative Learning; Learning Processes; Psychological Patterns; Student Participation; Undergraduate Students; Individual Differences; Foreign Countries; COVID-19; Pandemics; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterdurchschnittliche Leistung; Kooperatives Lernen; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individueller Unterschied; Ausland
Abstract	Computer-supported collaborative learning (CSCL) has been widely adopted in the field of education. However, most studies focus on collaborative learning outcomes rather than collaborative learning processes. It is still unclear why some groups fail in CSCL. Therefore, this study extracted four process variables, namely, knowledge-building, metacognitive patterns, emotional status, and participation, to investigate the differences between high- and low-performance groups. In total, 81 undergraduate students participated in this study for one month. The results indicated that there were significant differences in knowledge-building and metacognitive patterns between the high- and low-performance groups. The high-performance groups built more knowledge and engaged in more diverse metacognitive transitions than the low-performance groups. However, no differences in emotional status or participation were found between the two groups. The results and implications are discussed in depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01