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.
Title of the Journal: Education Sciences
ISSN: 2227-7102
Publisher Information: Basel : MDPI
Year of publication: 2020
Volume: 10
Issue: 10
Pages: 1-18
Language(s): English
DOI: 10.3390/educsci10100284
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
Type: Article
Release Date: 30. May 2022