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Variations in Socially Shared Metacognitive Regulation and Their Relation with University Students' Performance
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Metacognition and Learning, 2020
The present study aims at investigating whether events of socially shared metacognitive regulation (SSMR) differ from each other when comparing their characteristics. These differences are labelled "variations in SSMR". The study is conducted in a peer tutoring setting at university and includes video data (70 h of video recordings) on…
Descriptors: Metacognition, Cooperative Learning, Academic Achievement, College Students
Collaborative Learning Groups' Adoption of Shared Metacognitive Regulation: Examining the Impact of Structuring versus Reflection-Provoking Support and Its Relation with Group Performance
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2021
This study investigates (1) the impact of structuring versus reflection-provoking support on university students' adoption of socially shared metacognitive regulation (SSMR) during face-to-face peer tutoring (PT) and (2) the relation between SSMR and group performance. A quasi-experimental design was adopted, involving 72 educational sciences…
Descriptors: College Students, Cooperative Learning, Communities of Practice, Metacognition
Eliciting Reciprocal Peer-Tutoring Groups' Metacognitive Regulation through Structuring and Problematizing Scaffolds
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Journal of Experimental Education, 2016
The study examines whether structuring (SS) versus problematising scaffolds (PS) differently affect reciprocal peer-tutoring (RPT) groups' adoption of particular regulation skills, deep-level regulation, and tutee-initiated regulation. A quasi-experimental design involving two experimental groups (SS versus PS condition) was adopted. The first,…
Descriptors: Peer Teaching, Reciprocal Teaching, Tutoring, Metacognition
Examining Evolutions in the Adoption of Metacognitive Regulation in Reciprocal Peer Tutoring Groups
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De Backer, Liesje; Van Keer, Hilde; Moerkerke, Beatrijs; Valcke, Martin – Metacognition and Learning, 2016
We aimed to investigate how metacognitive regulation is characterised during collaborative learning in a higher education reciprocal peer tutoring (RPT) setting. Sixty-four Educational Sciences students participated in a semester-long RPT-intervention and tutored one another in small groups of six. All sessions of five randomly selected RPT-groups…
Descriptors: Metacognition, Higher Education, Peer Teaching, Tutoring
Promoting University Students' Metacognitive Regulation through Peer Learning: The Potential of Reciprocal Peer Tutoring
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Higher Education: The International Journal of Higher Education Research, 2015
Although successful learning in university education can be advanced by students' competence to self-regulate their learning, students often possess insufficient metacognitive regulation skills to regulate their learning adequately. The present study investigates changes in university students' adoption of metacognitive regulation after…
Descriptors: College Students, Metacognition, Peer Teaching, Tutoring
Socially Shared Metacognitive Regulation during Reciprocal Peer Tutoring: Identifying Its Relationship with Students' Content Processing and Transactive Discussions
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Instructional Science: An International Journal of the Learning Sciences, 2015
Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on SSMR by examining its correlation with both collaborative learners' content processing strategies and…
Descriptors: Peer Teaching, Tutoring, Metacognition, Cooperative Learning
Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students' Metacognitive Knowledge and Regulation
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Instructional Science: An International Journal of the Learning Sciences, 2012
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation skills to self-regulate their learning adequately. This study explores the potential of…
Descriptors: Peer Teaching, Tutoring, Reciprocal Teaching, College Students