Bringing Out-of-School Learning into the Classroom : Self- versus Peer-Monitoring of Learning Behaviour

Title data

Larsen, Yelva C. ; Groß, Jorge ; Bogner, Franz X.:
Bringing Out-of-School Learning into the Classroom : Self- versus Peer-Monitoring of Learning Behaviour.
In: Education Sciences. Vol. 10 (2020) Issue 10 . - 284.
ISSN 2227-7102
DOI: https://doi.org/10.3390/educsci10100284

Project information

Abstract in another language

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.