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Autor/inn/en | De Backer, Liesje; Van Keer, Hilde; Moerkerke, Beatrijs; Valcke, Martin |
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Titel | Examining Evolutions in the Adoption of Metacognitive Regulation in Reciprocal Peer Tutoring Groups |
Quelle | In: Metacognition and Learning, 11 (2016) 2, S.187-213 (27 Seiten)Infoseite zur Zeitschrift
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Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1556-1623 |
DOI | 10.1007/s11409-015-9141-7 |
Schlagwörter | Metacognition; Higher Education; Peer Teaching; Tutoring; Video Technology; Regression (Statistics); Models; Reciprocal Teaching; Cooperative Learning; Secondary School Students |
Abstract | 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 were videotaped (70 h of video recordings). Analyses were focussed on identifying time-bound evolutions with regard to (a) the frequency of occurrence of metacognitive regulation, (b) the low-/deep-level approach to regulation, and (c) the initiative (by tutors/tutees) for metacognitive regulation. Logistic regression models allowing change points were adopted to study evolutions over time. The results indicated that RPT-groups increasingly adopt metacognitive regulation (i.e. orientation and evaluation) as the RPT-intervention progressed. Regarding RPT-groups' regulative approach, the results revealed a significant evolution towards deep-level metacognitive regulation (i.e. orientation and monitoring), despite a dominant adoption of low-level regulation strategies. With regard to the initiative, the results demonstrated that tutees started to initiate RPT-groups' monitoring significantly more frequently as they became familiar with the RPT-setting. Orientation, planning, and evaluation remained tutor-centred responsibilities. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |