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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
Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews
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De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – Higher Education: The International Journal of Higher Education and Educational Planning, 2010
The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors' concerns explicit. A grounded theory approach…
Descriptors: Grounded Theory, Discussion Groups, Tutors, Comparative Analysis
Cross-Age Peer Tutors in Asynchronous Discussion Groups: Exploring the Impact of Three Types of Tutor Training on Patterns in Tutor Support and on Tutor Characteristics
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De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – Computers & Education, 2010
This study was conducted in an authentic university setting with fourth-year Educational Sciences' students operating as online peer tutors to facilitate freshman tutees' online collaboration and knowledge construction in a blended "Instructional Sciences" course. Taking into account prior research uncovering weaknesses in online peer tutor…
Descriptors: Peer Evaluation, Self Efficacy, Discussion Groups, Tutor Training
Cross-Age Peer Tutors in Asynchronous Discussion Groups: A Study of the Evolution in Tutor Support
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De Smet, Marijke; Van Keer, Hilde; Valcke, Martin – Instructional Science: An International Journal of the Learning Sciences, 2009
This study explores cross-age peers' tutoring behavior to support freshmen collaborating online. The study fits in with the need to inquire into the process of peer facilitation in CSCL-environments and focuses on types of peer support and on the evolution over time. The study was conducted with 19 pairs of fourth-year students, each tutoring one…
Descriptors: Computer Mediated Communication, Discussion Groups, Tutors, Tutoring
Structuring Asynchronous Discussion Groups: Comparing Scripting by Assigning Roles with Regulation by Cross-Age Peer Tutors
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De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin – Learning and Instruction, 2010
The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N=135). Content analysis was applied to analyse the level of knowledge construction in students' online postings.…
Descriptors: Knowledge Level, Tutors, Cross Age Teaching, Peer Teaching
Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An Exploratory Study of Online Peer Tutoring Behaviour
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De Smet, Marijke; Van Keer, Hilde; Valcke, Martin – Computers & Education, 2008
In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer…
Descriptors: Peer Teaching, Tutoring, Higher Education, Cross Age Teaching
Applying Multilevel Modelling to Content Analysis Data: Methodological Issues in the Study of Role Assignment in Asynchronous Discussion Groups
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De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin – Learning and Instruction, 2007
This study focuses on the process, output, and interpretation of "multilevel analyses" on "quantitative content analysis data" derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction reflected in students' contributions and the relation between message characteristics and these…
Descriptors: Knowledge Level, Discussion Groups, Content Analysis, Computer Mediated Communication
Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?
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Schellens, Tammy; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – International Journal of Computer-Supported Collaborative Learning, 2007
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of…
Descriptors: Computer Mediated Communication, Discussion Groups, Knowledge Level, Comparative Analysis