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The influence of self- and peer-reflection on collaborative learning in educational institutions

Viereck, H.S. (2019) The influence of self- and peer-reflection on collaborative learning in educational institutions.

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Abstract:Collaborative learning is a widely used learning technique in educational institutions. However, it is often executed in a way that all its advantages are not used. This is because simply placing students together does not lead to good collaborative learning. It has been shown that the integration of process reflection can solve this problem. Process reflection for collaborative learning in schools can be executed as peer- or self-reflection. This study aimed to demonstrate the effects on collaborative learning when using peer- or self-reflection. Twenty-four undergraduate students (Mage=11.09) took part in the current study. The effect(s) self- and peer-reflection were researched regarding the factor’s quantity of set goals, the perceived social performance and the cognitive performance of students. Students worked together in triads on a group assignment using a digital feedback tool that either activated peer- or self-reflection. It was found that students using self-reflection set more reflective goals and perceived a better social performance of their group than students using peer reflection. No difference between the conditions was found for cognitive performance. This paper gives insights to the effects of process reflection in collaborative learning.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/78498
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