Robyn M. Gillies
University of Queensland
PsychologyPedagogyExperiential learningCooperative learningSocial psychology
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Publications 208
Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and un...
#1Effat Alvi (UQ: University of Queensland)H-Index: 2
#2Robyn M. Gillies (UQ: University of Queensland)H-Index: 27
ABSTRACTA key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and prac...
1 CitationsSource
#1Robyn M. GilliesH-Index: 27
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Interest in cooperative group work gained momentum in the early 1980s with the publication of the first meta‐analysis on the effects of cooperative, competitive, and individualistic goal structures on students' achievement and productivity. The results showed that cooperation is significantly more effective than interpersonal competition and individualistic efforts, and these results were consistent across all subject areas, for all students from elementary school to college, and for all tasks i...
#1Tefera Tadesse (MSU: Michigan State University)
#2Robyn M. Gillies (UQ: University of Queensland)H-Index: 27
Last. Catherine Manathunga (University of the Sunshine Coast)H-Index: 18
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Abstract This study examines the relative effectiveness of formal cooperative learning (CL) compared to the traditional lecture-based instructions in improving instructional processes and learning outcomes. For this, the study used non-equivalent control groups design, collecting data from a sample of volunteered undergraduate students (n = 347) in a large public University in Ethiopia. In general, results indicate that higher perception of academic challenge, cooperative interaction, learning g...
#1Robyn M. Gillies (UQ: University of Queensland)H-Index: 27
#2Mary Rafter (UQ: University of Queensland)H-Index: 1
Abstract Helping students to use and interpret representations in science is critically important if they are to become scientifically literate and able to engage in the discourses related to understanding scientific issues. The purpose of this case-study is to report on how one Year 5 teacher in a small, city school in Brisbane, Australia used different visual, embodied, and language representations to capture students’ engagement in the inquiry tasks. While the case study showed that the stude...
#1Annemaree CarrollH-Index: 22
#2Robyn M. GilliesH-Index: 27
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Purpose: Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to ...
#1Mohammed Ali Alwaleedi (UQ: University of Queensland)H-Index: 1
#2Robyn M. Gillies (UQ: University of Queensland)H-Index: 27
Last. M. Obaidul Hamid (UQ: University of Queensland)H-Index: 14
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The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in t...
#1Thi Diem Hang Khong (UQ: University of Queensland)H-Index: 3
#2Eisuke Saito (Monash University, Clayton campus)H-Index: 13
Last. Robyn M. Gillies (UQ: University of Queensland)H-Index: 27
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AbstractClassroom talk or verbal exchanges during lesson time play a central role in students’ disciplinary understanding and intellectual development. It greatly influences not only what students learn but also how they learn it. Despite this, teachers can be unaware of teacher–student talk patterns and functions; thus, what is uttered during class time can go unnoticed. Results from classroom observational research show that this is often not utilised to maximise children’s learning – teacher ...
3 CitationsSource