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Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups

Liesje De Backer (UGent) , Hilde Van Keer (UGent) , Beatrijs Moerkerke (UGent) and Martin Valcke (UGent)
(2016) METACOGNITION AND LEARNING. 11(2). p.187-213
Author
Organization
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.
Keywords
HIGHER-EDUCATION, SOCIALLY SHARED REGULATION, SELF-REGULATION, KNOWLEDGE, STUDENTS, SCIENCE, SKILLS, MODEL, CONSTRUCTION, COREGULATION, Metacognitive regulation, Peer tutoring, Time-bound evolutions, Higher education, Video analysis

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MLA
De Backer, Liesje, et al. “Examining Evolutions in the Adoption of Metacognitive Regulation in Reciprocal Peer Tutoring Groups.” METACOGNITION AND LEARNING, vol. 11, no. 2, 2016, pp. 187–213, doi:10.1007/s11409-015-9141-7.
APA
De Backer, L., Van Keer, H., Moerkerke, B., & Valcke, M. (2016). Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. METACOGNITION AND LEARNING, 11(2), 187–213. https://doi.org/10.1007/s11409-015-9141-7
Chicago author-date
De Backer, Liesje, Hilde Van Keer, Beatrijs Moerkerke, and Martin Valcke. 2016. “Examining Evolutions in the Adoption of Metacognitive Regulation in Reciprocal Peer Tutoring Groups.” METACOGNITION AND LEARNING 11 (2): 187–213. https://doi.org/10.1007/s11409-015-9141-7.
Chicago author-date (all authors)
De Backer, Liesje, Hilde Van Keer, Beatrijs Moerkerke, and Martin Valcke. 2016. “Examining Evolutions in the Adoption of Metacognitive Regulation in Reciprocal Peer Tutoring Groups.” METACOGNITION AND LEARNING 11 (2): 187–213. doi:10.1007/s11409-015-9141-7.
Vancouver
1.
De Backer L, Van Keer H, Moerkerke B, Valcke M. Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. METACOGNITION AND LEARNING. 2016;11(2):187–213.
IEEE
[1]
L. De Backer, H. Van Keer, B. Moerkerke, and M. Valcke, “Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups,” METACOGNITION AND LEARNING, vol. 11, no. 2, pp. 187–213, 2016.
@article{5946442,
  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.}},
  author       = {{De Backer, Liesje and Van Keer, Hilde and Moerkerke, Beatrijs and Valcke, Martin}},
  issn         = {{1556-1623}},
  journal      = {{METACOGNITION AND LEARNING}},
  keywords     = {{HIGHER-EDUCATION,SOCIALLY SHARED REGULATION,SELF-REGULATION,KNOWLEDGE,STUDENTS,SCIENCE,SKILLS,MODEL,CONSTRUCTION,COREGULATION,Metacognitive regulation,Peer tutoring,Time-bound evolutions,Higher education,Video analysis}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{187--213}},
  title        = {{Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups}},
  url          = {{http://doi.org/10.1007/s11409-015-9141-7}},
  volume       = {{11}},
  year         = {{2016}},
}
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