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A systematic review of teacher guidance during collaborative learning in primary and secondary education
ARTICLE

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Educational Research Review Volume 27, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise for students to engage in collaborative activities that support their learning process. The way teachers take more or less control of these moments determines whether these opportunities can be turned into real moments of learning for the students. This review highlights the important yet challenging role of the teacher during collaborative learning.

Citation

van Leeuwen, A. & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27(1), 71-89. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Educational Research Review on March 15, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2019.02.001

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