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Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective
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Guaman-Quintanilla, Sharon; Everaert, Patricia; Chiluiza, Katherine; Valcke, Martin – Education Sciences, 2022
This study examines the effects of a design thinking intervention on first-year students' teamwork skills from a multi-actor perspective. A design thinking course was evaluated throughout a semester. Six-hundred-and-forty university students participated, guided by twenty-six facilitators. The students received in-class training and worked in…
Descriptors: Teamwork, Design, Thinking Skills, Teaching Methods
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
Is Collaborative Learners' Adoption of Metacognitive Regulation Related to Students' Content Processing Strategies and the Level of Transactivity in Their Peer Discussions?
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2017
The present study investigates collaborative learners' adoption of key regulation activities (i.e., orienting, planning, monitoring, and evaluating) and a deep-level regulation approach in relation to characteristics of their collaboration on the cognitive and communicative level. More specifically, the correlation of collaborative learners'…
Descriptors: Metacognition, Correlation, Peer Teaching, Cognitive Processes
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
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
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
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Zhu, Chang; Valcke, Martin; Schellens, Tammy – European Journal of Teacher Education, 2010
This study aims to understand teachers' perspectives on their roles in higher education, their views about the adoption of a social-constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese…
Descriptors: Constructivism (Learning), Higher Education, Teacher Role, Online Courses