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ERIC Number: EJ881138
Record Type: Journal
Publication Date: 2010-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Structuring Asynchronous Discussion Groups: Comparing Scripting by Assigning Roles with Regulation by Cross-Age Peer Tutors
De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin
Learning and Instruction, v20 n5 p349-360 Oct 2010
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. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A