Metacognition About Collaborative Learning: Students’ Beliefs Are Inconsistent with Their Learning Preferences

Abstract

Collaboration plays an important role in educational contexts. However, little is known about students’ metacognitive beliefs about collaboration. The present study used an online survey to investigate students’ beliefs toward group study/recall, their studying preferences, strategies they use when studying individually and in groups, and important characteristics of their group members. Results indicate that, although students generally perceive collaboration as beneficial, they prefer individual study, indicating that their beliefs are inconsistent with their learning preferences. Students report social learning as the primary reason for collaborative benefits but prefer to study alone to minimize distraction and increase personal accountability. Further, they use different strategies when studying individually or in a group. When studying individually, students most frequently report re-reading their notes. However, when studying in groups, students most frequently use strategies emphasizing collaboration and interaction, such as quizzing each other. Also, students prefer to work with group members who are focused, motivated, and hard working. Students’ beliefs, preferences, and favored characteristics of group members are related to their frequency of using study groups. Students’ metacognitive beliefs about collaboration have implications for theories of self-regulated learning and better use of collaboration in educational contexts.

Keywords

• metacognition
• collaboration
• strategy
• collaborative memory
• learning