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





Faculty/Professorship: Natural Sciences Didactics  
Author(s): Larsen, Yelva ; Groß, Jorge ; Bogner, Franz X.
Publisher Information: Bamberg : Otto-Friedrich-Universität
Year of publication: 2021
Pages: 1-18
Source/Other editions: Education Sciences : open access journal, 10 (2020), 10, S. 1-18 - ISSN: 2227-7102
is version of: 10.3390/educsci10100284
Year of first publication: 2020
Language(s): English
Licence: Creative Commons - CC BY - Attribution 4.0 International 
DOI: 10.3390/educsci10100284
URN: urn:nbn:de:bvb:473-irb-497607
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.
Keywords: peer-regulation, self-regulation, peer monitoring, workbook guidance, mobile science centre, semi-formal learning, hands-on learning, intrinsic motivation, autonomy in group learning, classroom management
Peer Reviewed: Ja
International Distribution: Ja
Open Access Journal: Ja
Type: Article
URI: https://fis.uni-bamberg.de/handle/uniba/49760
Release Date: 28. April 2021

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