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ERIC Number: ED446738
Record Type: Non-Journal
Publication Date: 1999
Pages: 7
Abstractor: N/A
Reference Count: N/A
Tutee's Reflective Thinking of Tutor's Response Produces Monitoring.
Kayashima, Michiko; Okamoto, Toshio
A number of researchers in cognitive science have proposed reasons as to why collaborative learning is more efficient than learning alone. The study of collaborative learning has shifted in focus to the relationship between the process of collaboration itself and the learning results. This study focuses on the latter. The study proposes two elements that were encountered during analysis of cross-age tutoring investigations. The first is that both learners' questions and tutors' advice is representative of their externalized metacognitive experience. The second is the manner in which interaction between learners and tutors develops the learner's monitoring abilities. If learners notice differences in meaning in the responses tutors give to learners' questioning and perform conscious cognition of the tutor's externalized metacognitive experiences, the learner's reflective thinking caused by the tutor's responses produces the learner's monitoring as affected by the tutor's criterion. (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A