Journal article

Publication year: 2022

Journal: Learning, Culture and Social Interaction

Volume number: 32

ISSN: 2210-6561

eISSN: 2210-657X

DOI Link: https://doi.org/10.1016/j.lcsi.2021.100598

Publisher: Elsevier

Abstract: 
In the present study, video data was used to examine the effects of structuring procedures in cooperative learning on student teachers' interactions during group work. Using quantitative content analyses, we analyzed videos of students working on complex case-based tasks with regard to their active participation in the group discussions, use of conceptual knowledge and transactive communication during concept-based talk. In addition, we assessed students' individual case knowledge after they finished the group work. Two-level analyses revealed that student teachers in high-structure cooperative learning groups used more concept-driven ideas to solve the case than students in low-structure cooperative learning groups. They also referred to the ideas of other group members more often and externalized their ideas more without referring to each other. Students in high-structure cooperative learning groups gained more case-related knowledge than those in low-structure cooperative learning groups. No difference between conditions was detected for students' active participation in the group work. These findings indicate that emphasizing interdependence and accountability in cooperative groups might not increase the intensity of students' case discussion but does improve its quality.

Harvard Citation style: Voellinger, V., Supanc, M. and Brunstein, J. (2022) A video-based study of student teachers' participation and content processing in cooperative group work, Learning, Culture and Social Interaction, 32, Article 100598. https://doi.org/10.1016/j.lcsi.2021.100598

APA Citation style: Voellinger, V., Supanc, M., & Brunstein, J. (2022). A video-based study of student teachers' participation and content processing in cooperative group work. Learning, Culture and Social Interaction. 32, Article 100598. https://doi.org/10.1016/j.lcsi.2021.100598