Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Oortwijn, Michiel; Boekaerts, Monique; Vedder, Paul; Strijbos, Jan-Willem

doi:10.1016/j.learninstruc.2007.01.014

Cited by 38 publications

(30 citation statements)

References 33 publications

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“…Only the follow-up analyses comparing local students' responses in diverse and non-diverse small groups were conducted using individual scores. While the use of group level analyses is consistent with other studies on group work (Gillies & Ashman, 2000;Oortwijn, Boekaerts, Vedder, & Strijbos, 2008), this approach has a number of disadvantages. Using groups rather than individuals as units of analysis inevitably reduces the sample size and thus precludes the use of a multi-level approach.…”

Section: Analysesmentioning

confidence: 78%

Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach

Kimmel

Volet

2010

Learning and Instruction

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Section: Analysesmentioning

confidence: 78%

Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach

Kimmel

Volet

2010

Learning and Instruction

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“…Within the framework of the self-determination theory, one specific aspect (social relatedness) has also been supported from other views, namely from studies on peer tutoring. Peer tutoring is organized in a way that pupils learn from each other rather than from the teacher, and pupils play the role of the teacher in parts (Oortwijn et al 2008). Recent research in informal learning and out-of-school settings also promotes such moderate constructivists' views (e.g., Cox-Petersen et al 2003;Clayton et al 2009).…”

Section: Self-determination Theorymentioning

confidence: 99%

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

2011

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The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment-control design (BACI) with different treatments and a control group. Pre-, post-and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best.We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

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“…Recent studies on student help giving and achievement in cooperative learning groups (Kempler and Linnenbrink 2006;Oortwign et al 2008;Webb and Mastergeorge 2003) could be used to guide studies on how online instructors might more effectively enlist peer help giving in online courses. Such study might profitably explore questions such as, ''What differences can be seen between the quality of peer and instructor help giving or in the ways that students use help from peers and instructors?''…”

Section: Peer Help Givingmentioning

confidence: 99%

Cognitive and social help giving in online teaching: an exploratory study

Whipp

Lorentz

2008

Education Tech Research Dev

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While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Research and Development, Vol. 57, No. 2 (April 2009): pg. 169-192. DOI. This article is © Springer and permission has been granted for this version to appear in e-Publications@Marquette. Springer does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Springer. Educational Technology 2and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered. IntroductionMany students in higher education are reluctant to seek academic help for reasons that include low self-efficacy and threat to self-esteem, a competitive classroom climate, and teachers who appear to be unresponsive or inflexible (Karabenick 2003(Karabenick , 2004Kozanitis et al. 2008). Recent studies of student help seeking in courses where all or most of the class is conducted online, however, suggest that students are less reluctant to seek academic help in these environments and, in fact, do so more frequently than in face-to-face courses (Kitsantas and Chow 2007;Kumrow 2007). In a study of 472 students enrolled in undergraduate and graduate face-to-face classes in educational psychology and geography and distance courses in information studies, Kitsantas and Chow (2007) found that students in the distance courses sought help more often and reported less reluctance to seek help than students in traditional learning environments. In a similar study of 38 graduate nursing students, Kumrow (2007) found that students in a health care economics course (with 50% of the class online) engaged...

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Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Cited by 38 publications

References 33 publications

Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach

Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

Cognitive and social help giving in online teaching: an exploratory study

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