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ERIC Number: EJ1107947
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0022-0973
Eliciting Reciprocal Peer-Tutoring Groups' Metacognitive Regulation through Structuring and Problematizing Scaffolds
De Backer, Liesje; Van Keer, Hilde; Valcke, Martin
Journal of Experimental Education, v84 n4 p804-828 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A