A systematic review of teacher guidance during collaborative learning in primary and secondary education. (June 2019)

• Record Type: Journal Article
• Authors: van Leeuwen, Anouschka; Janssen, Jeroen
• Is Part Of: Educational research review. Volume 27(2019)
• Page Start: 71
• Page End: 89
• Publication Date: 2019-06
• Subjects: Collaborative learning -- Cooperative learning -- Systematic review -- Teacher guidance strategies; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2019.02.001
• Languages: English
• ISSNs: 1747-938X

Abstract

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. Highlights: Teacher guidance during collaborative learning was systematically reviewed. Sixty-six studies were synthesized, including quantitative and qualitative studies. Feedback, prompting, questioning, and transferring control are effective strategies. The review highlights the important yet challenging role of the teacher.