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Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation

Liesje De Backer UGent, Hilde Van Keer UGent and Martin Valcke UGent (2012) INSTRUCTIONAL SCIENCE. 40(3). p.559-588
abstract
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 reciprocal peer tutoring to promote both university students' metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method pretest-posttest design was used combining a self-report questionnaire, assessing students' metacognitive knowledge and their perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students' actual use of metacognitive strategies. Results indicate no significant pretest to posttest differences in students' metacognitive knowledge, nor in their perception of metacognitive skill use. In contrast, significant changes are observed in students' actual metacognitive regulation. At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound and higher-quality strategy use at posttest.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
INSTRUCTION, COMPREHENSION, AWARENESS, SKILLS, THINK-ALOUD, ADOLESCENTS, CALIBRATION, FRAMEWORK, ONLINE, MODEL, Peer tutoring, Collaborative learning, Metacognitive knowledge, Metacognitive regulation, Higher education
journal title
INSTRUCTIONAL SCIENCE
Instr Sci
volume
40
issue
3
pages
559 - 588
Web of Science type
Article
Web of Science id
000303382500007
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.568 (2012)
JCR rank
23/215 (2012)
JCR quartile
1 (2012)
ISSN
0020-4277
DOI
10.1007/s11251-011-9190-5
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2004098
handle
http://hdl.handle.net/1854/LU-2004098
date created
2012-01-26 10:01:36
date last changed
2016-12-19 15:45:05
@article{2004098,
  abstract     = {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 reciprocal peer tutoring to promote both university students' metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method pretest-posttest design was used combining a self-report questionnaire, assessing students' metacognitive knowledge and their perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students' actual use of metacognitive strategies. Results indicate no significant pretest to posttest differences in students' metacognitive knowledge, nor in their perception of metacognitive skill use. In contrast, significant changes are observed in students' actual metacognitive regulation. At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound and higher-quality strategy use at posttest.},
  author       = {De Backer, Liesje and Van Keer, Hilde and Valcke, Martin},
  issn         = {0020-4277},
  journal      = {INSTRUCTIONAL SCIENCE},
  keyword      = {INSTRUCTION,COMPREHENSION,AWARENESS,SKILLS,THINK-ALOUD,ADOLESCENTS,CALIBRATION,FRAMEWORK,ONLINE,MODEL,Peer tutoring,Collaborative learning,Metacognitive knowledge,Metacognitive regulation,Higher education},
  language     = {eng},
  number       = {3},
  pages        = {559--588},
  title        = {Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation},
  url          = {http://dx.doi.org/10.1007/s11251-011-9190-5},
  volume       = {40},
  year         = {2012},
}

Chicago
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. 2012. “Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students’ Metacognitive Knowledge and Regulation.” Instructional Science 40 (3): 559–588.
APA
De Backer, Liesje, Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. INSTRUCTIONAL SCIENCE, 40(3), 559–588.
Vancouver
1.
De Backer L, Van Keer H, Valcke M. Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. INSTRUCTIONAL SCIENCE. 2012;40(3):559–88.
MLA
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. “Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students’ Metacognitive Knowledge and Regulation.” INSTRUCTIONAL SCIENCE 40.3 (2012): 559–588. Print.