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Collaborative Learning Groups' Adoption of Shared Metacognitive Regulation: Examining the Impact of Structuring versus Reflection-Provoking Support and Its Relation with Group Performance
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2021
This study investigates (1) the impact of structuring versus reflection-provoking support on university students' adoption of socially shared metacognitive regulation (SSMR) during face-to-face peer tutoring (PT) and (2) the relation between SSMR and group performance. A quasi-experimental design was adopted, involving 72 educational sciences…
Descriptors: College Students, Cooperative Learning, Communities of Practice, Metacognition
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
Assessing Collaboration in a Wiki: The Reliability of University Students' Peer Assessment
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De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin – Internet and Higher Education, 2011
This study focuses on the reliability of intra-group peer assessment (PA) of the collaboration processes in a wiki. First-year university students (N = 659) were subdivided in groups of 8 to create wikis. They were to assess their group members on four criteria (contribution, discussion, sources, and social). The main research question focused on…
Descriptors: Peer Evaluation, Cooperation, Reliability, Effect Size
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
Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?
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Schellens, Tammy; Van Keer, Hilde; De Wever, Bram; Valcke, Martin – International Journal of Computer-Supported Collaborative Learning, 2007
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of…
Descriptors: Computer Mediated Communication, Discussion Groups, Knowledge Level, Comparative Analysis