Peer reviewed
Direct linkERIC Number: EJ881138
Record Type: Journal
Publication Date: 2010-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0959-4752
EISSN: N/A
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.)
Descriptors: Knowledge Level, Tutors, Cross Age Teaching, Peer Teaching, Asynchronous Communication, Computer Mediated Communication, Discussion Groups, Computer Assisted Instruction, College Instruction, College Freshmen, Cooperative Learning, Instructional Effectiveness, Content Analysis
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
Grant or Contract Numbers: N/A
