| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 365716 | Learning and Instruction | 2010 | 12 Pages |
Abstract
The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N = 135). Content analysis was applied to analyse the level of knowledge construction in students' online postings. The results indicated that students in the tutor-supported discussions reached significantly higher levels of knowledge construction as compared to students in the role-supported group. These findings underline the value of regulation by cross-age peer tutors to foster freshmen's knowledge construction processes.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Bram De Wever, Hilde Van Keer, Tammy Schellens, Martin Valcke,