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A study about the convergent effects of team interaction and team metacognition affecting a continuous participation in learning community of university
Abstract
The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.
... These findings confirm those of existing reports that showed that academic burnout was low in groups with high self-worth (those who positively evaluated themselves) [11,15], groups with high self-competence (those who personally recognize their capabilities) [16], and in groups with high self-efficacy (those who possessed an ability to successfully handle situations) [17 18]. This study also supported individual reports showing low academic burnout in groups with low personal economic stress [19]; groups with low job-seeking stress resulting from grades, family environment, academics, school environment, and employment anxiety [8,41]; groups with high school adaptation resilience who had enthusiasm for school, engaged in positive behavior for grades, and followed school norms [21]; groups with high academic control who determined the content of their studies and possessed authority in their studies [16]; groups with low test anxiety who were not nervous about tests, did not exhibit physical symptoms owing to worrying about tests, and who were not indifferent to tests [23]; and groups with high academic immersion who explained their study process and activities [13,14,22]. These results suggest that students in health majors can alleviate academic stress stemming from studying for the TOEIC by increasing self-worth, self-competence, self-efficacy, school adaptation resilience, academic control, and study immersion, and by managing economic stress, job-seeking stress, and test anxiety. ...
... Results showing a correlation with personal economic problems and academic problems [19] were not verified in the present multiple regression analysis. The correlation between academic burnout and school adaptation resilience [21], test anxiety [23], and study immersion [13,14,22] were verified, but the influence [16] of academic control on academic burnout was not verified. These results show that academic burnout can be reduced by managing self-concept, job-seeking stress, school adaptation resilience, text anxiety, and study immersion in students in health majors. ...
This study was carried out to examine the converging factors related to academic burnout in students from health-related majors who are involved in studying for the Test of English for International Communication (TOEIC). Research subjects included 291 randomly selected students from the J-region, who were enrolled in TOEIC classes. Data collection took place from April 3, 2017 to April 14, 2017, using anonymous self-administered questionnaires. The results of a multiple regression analysis in female students showed higher academic burnout pertaining to studying for the TOEIC when sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion were low, and job-seeking stress and test anxiety were high. The explanatory power of this model was 65%. Based on these results, to reduce academic burnout pertaining to studying for the TOEIC in health majors, it is first necessary to increase sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion, and to make efforts to manage self-competence, job-seeking stress, and test anxiety. The results of this study may be used to decrease the academic burnout caused by studying for the TOEIC in health major students and to increase their aptitude for studying English, to cultivate globalized capabilities. Future studies need to conduct an effect analysis on the control and mediation effect that these factors have on academic burnout.
This study was conducted concerning convergence education practice to examine the difference of learning activity participation based on college students' individual traits such as gender, grade and major. To achieve the purpose, the types of learning activity were divided into teacher-directed type, teacher-intervened type, peer-leader type, students' mutual initiative type, and then the difference of types of participation in learning activities based on learners' traits was examined. The results of crosstabs showed that there were differences in the participation of learning activities depending on the students' individual traits. The participation of girl students in gender, first year students in school-year, and students of Health & Social Service in major was significantly high.
This study investigated the effectiveness of the learning community for the development of convergence on self-directed learning and problem-solving. One hundred ninety-nine university students participated in the study. In specific, one hundred twenty-three among them participated learning community program at the center for teaching and learning for nine weeks while the others were are not as a control group. Pre-post survey with 62 items was conducted regarding self-directed learning(35 items) and problem-solving(27 items). To analyze the data statistically, ANCOVA(Analysis of Covariate) was used. As results, university students in learning community program showed significant difference in all areas of the survey. In other words, university students in learning community program improved self-directed learning and problem solving more than those who were in the control group. Suggestions and ideas of further studies were discussed.
The purpose of this study was to investigate the effects of scientific program for gifted elementary students using metacognition on learning-flow and lingual interaction. For the purpose, the two classes for elementary science of P Institute for Gifted Education located in Pusan were assigned to experimental and control groups, respectively. The experimental and controls groups received eight sessions applying a program for scientifically gifted students using metacognition and same program without using it, respectively. The learning-flow test and the lingual interaction observed among students and between teacher and students pre and post program were compared and analyzed. The results shows that there was no significant difference between pretest and posttest in experimental group, indicating that learning-flow is not a construct obtained by short-term using of metacognition. For the lingual interactions, however, the amounts of conversation and the ratio of high level conversation in experimental group were 1.6 and 1.5 times higher than those in control group. This suggests that the lingual interaction may be varied among classes even with same experiments, by instruction method. The lingual interaction is not active in control group where the experimental results may be obtained easily only with sincere attitude while, in experimental group, questions using metacognition and providing intellectual stimulation is continuously presented, leading to high level of lingual interaction, therefore it is considered that the development of scientific program for gifted elementary students using these advantages is needed.
Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who work in a CSCL environment needs to be regulated as well. Despite its importance, the regulation of learning in CSCL has received relatively little attention in research. In the contributions of this special issue different labels are used for various forms of regulation of learning during CSCL. During collaborative learning, the regulation of activities can take place at different levels of social interaction: the individual level, the dyadic level, and the group level. Regulative activities of all three levels are presented in the three studies. All studies have investigated whether the use of regulative activities affected performance, and have found that regulation at the dyadic and/or group level was positively related to group performance. In sum, these three contributions provide a constructive overview of the role of regulation of the (collaborative) learning process in CSCL, both in terms of the impact of regulation on learning processes and learning results as well as the influence of different kinds of support on the regulation of collaborative learning.
What are the effects of distance on collaboration and learner interaction as it relates to women learners in feminist courses? Through personal interviews with nine women from a variety of backgrounds and personal circumstances, I discovered that interaction as an educational issue, strategy, and process is not of primary concern to women distance learners. Significantly less interaction occurred among students and tutors than was anticipated, and the majority of students endorsed the relatively solitary nature of distance study as appropriate and useful for them. Because of the importance of the principle of collaboration to feminist pedagogy, distance educators should clarify, broaden, and adapt their understanding of the concept of learner interaction. We should question our assumptions about the nature, prevalence, and utility of learner interactions, resist applying traditional classroom models to distance contexts, and creatively structure and moderate interactions between learners, tutors, and technology.
Effects of 3 cooperative learning environments on mathematical problem solving were compared: (a) metacognitive training in both constructing connections and strategy application, (b) direct instruction regarding strategy application without training in constructing connections, and (c) neither metacognitive nor strategy training. One hundred and seventy-four 7th-grade Israeli students participated in the study. Those exposed to the metacognitive training significantly outperformed their counterparts who were exposed to the strategy instruction, who, in turn, significantly outperformed students who received neither kind of training (the cooperative–control group). Theoretical and practical implications of the study are discussed.
This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students working on a case-based project. Striking group differences in types of interactions were revealed. Regularities in the emergence of high-level co-regulation and features of interactions that contributed to the maintenance of productive collaboration were also identified. The importance of fostering students' development as co-learners is highlighted.
Computers have a lot of potential as metacognitive tools, by recording and replaying some trace of the learners’ activities to make them reflect on their actions. This paper describes research that created generic metacognition model called the Reflection Assistant (RA) that explores new instructional designs for metacognition instruction in problem solving environments. Three metacognitive skills are explicitly trained: knowledge monitoring, strategies planning, and evaluation of learning experience.
As part of this research we built the MIRA system, a problem solving environment for algebra word problems, which incorporated the RA model. We expected that through interactions with the reflective activities, students would be encouraged to becoming more conscious about their learning processes and skills. To investigate the effectiveness of the RA model for metacognition training, we conducted an empirical study with MIRA. The results suggest the reflective activities helped students improve their performance, time management skills, and knowledge monitoring ability.
Typescript. Thesis (Ph. D.)--Florida State University, 1998. Includes bibliographical references (leaves 243-259).
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