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Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)
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Abstract
The study examines whether structuring (SS) versus problematising scaffolds (PS) differently affect reciprocal peer-tutoring (RPT) groups' adoption of particular regulation skills, deep-level regulation, and tutee-initiated regulation. A quasi-experimental design involving two experimental groups (SS versus PS condition) was adopted. The first, third, and sixth RPT-session of eight randomly selected RPT-groups (four from the SS condition, four from the PS condition) were videotaped (48hr). Mixed ANOVAs were conducted to investigate the impact of both scaffold types on RPT-groups' metacognitive regulation. The results indicate that neither scaffold type encourages RPT-groups into a balanced adoption of, or initiative for, regulation skills and a deep-level approach. Nevertheless, the PS condition significantly outperforms the SS condition in evoking deep-level monitoring, tutee-initiated orientation, and tutee-initiated monitoring.
Keywords
STUDENTS, CHALLENGES, STRATEGIES, EDUCATION, COGNITION, OUTCOMES, PROMPTS, SUPPORT, STYLES, DESIGN, higher education, metacognitive scaffolds, peer tutoring, regulation skills, regulation approaches

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Citation

Please use this url to cite or link to this publication:

MLA
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. “Eliciting Reciprocal Peer-tutoring Groups’ Metacognitive Regulation Through Structuring and Problematizing Scaffolds.” JOURNAL OF EXPERIMENTAL EDUCATION 84.4 (2016): 804–828. Print.
APA
De Backer, Liesje, Van Keer, H., & Valcke, M. (2016). Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. JOURNAL OF EXPERIMENTAL EDUCATION, 84(4), 804–828.
Chicago author-date
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. 2016. “Eliciting Reciprocal Peer-tutoring Groups’ Metacognitive Regulation Through Structuring and Problematizing Scaffolds.” Journal of Experimental Education 84 (4): 804–828.
Chicago author-date (all authors)
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. 2016. “Eliciting Reciprocal Peer-tutoring Groups’ Metacognitive Regulation Through Structuring and Problematizing Scaffolds.” Journal of Experimental Education 84 (4): 804–828.
Vancouver
1.
De Backer L, Van Keer H, Valcke M. Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. JOURNAL OF EXPERIMENTAL EDUCATION. 2016;84(4):804–28.
IEEE
[1]
L. De Backer, H. Van Keer, and M. Valcke, “Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds,” JOURNAL OF EXPERIMENTAL EDUCATION, vol. 84, no. 4, pp. 804–828, 2016.
@article{8502703,
  abstract     = {The study examines whether structuring (SS) versus problematising scaffolds (PS) differently affect reciprocal peer-tutoring (RPT) groups' adoption of particular regulation skills, deep-level regulation, and tutee-initiated regulation. A quasi-experimental design involving two experimental groups (SS versus PS condition) was adopted. The first, third, and sixth RPT-session of eight randomly selected RPT-groups (four from the SS condition, four from the PS condition) were videotaped (48hr). Mixed ANOVAs were conducted to investigate the impact of both scaffold types on RPT-groups' metacognitive regulation. The results indicate that neither scaffold type encourages RPT-groups into a balanced adoption of, or initiative for, regulation skills and a deep-level approach. Nevertheless, the PS condition significantly outperforms the SS condition in evoking deep-level monitoring, tutee-initiated orientation, and tutee-initiated monitoring.},
  author       = {De Backer, Liesje and Van Keer, Hilde and Valcke, Martin},
  issn         = {0022-0973},
  journal      = {JOURNAL OF EXPERIMENTAL EDUCATION},
  keywords     = {STUDENTS,CHALLENGES,STRATEGIES,EDUCATION,COGNITION,OUTCOMES,PROMPTS,SUPPORT,STYLES,DESIGN,higher education,metacognitive scaffolds,peer tutoring,regulation skills,regulation approaches},
  language     = {eng},
  number       = {4},
  pages        = {804--828},
  title        = {Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds},
  url          = {http://dx.doi.org/10.1080/00220973.2015.1134419},
  volume       = {84},
  year         = {2016},
}

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