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

By Deep K. Khosa, Simone E. Volet. 2014

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aa7f5f19b6409667c6486afb119d4dfd42ba08ef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Hanna Järvenoja
2. Jonna Malmberg
3. Sanna Järvelä
4. Piia Näykki
5. Jaana Isohätälä
6. Lisa M. Vallin
7. George M. Harrison
8. Dorit Alt

In Education

1. Hanna Järvenoja
2. Sanna Järvelä
3. Jonna Malmberg
4. Piia Näykki
5. Jaana Isohätälä
6. Lisa M. Vallin
7. George M. Harrison
8. Dorit Alt

In Social Psychology

1. Sanna Järvelä
2. Hanna Järvenoja
3. Piia Näykki
4. Lisa M. Vallin
5. George M. Harrison
6. Jonna Malmberg
7. Jaana Isohätälä
8. Dorit Alt

Citations in the corpus

• Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “…engagement (LinnenbrinkGarcia, Rogat, & Koskey, 2011), metacognition in interaction as socially shared (Iiskala, Volet, Lehtinen, & Vauras, 2015; Khosa & Volet, 2014; Molenaar & Chiu, 2014), and a view of the processes and types of regulated learning as critical for the success of collaborative…”
• Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Correspondingly, a study by Khosa and Volet (2014) focused on the group level used a situative framework to explore the metacognitive regulation of veterinary medicine students and its effects on collaborative activity.”
• Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “In collaborative learning research, it constitutes a component of collective learning of content (Khosa and Volet 2014; Vauras et al. 2003).”
• Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education (2020, background): “For example, Khosa and Volet (2014) examined group differences in cognitive and metacognitive regulation processes during collaborative learning.”
• Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “…interactive, metacognitive planning, monitoring the conditions and progress of collaborative learning, or evaluating performance, which are fundamental regulation processes in successful collaborative learning (e.g., Iiskala et al., 2011; Khosa & Volet, 2014; Näykki, Järvenoja et al., 2017).”