التفاصيل البيبلوغرافية
| العنوان: |
Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors |
| المؤلفون: |
De Wever, Bram bram.dewever@ugent.be, Van Keer, Hilde1 hilde.vankeer@ugent.be, Schellens, Tammy1 tammy.schellens@ugent.be, Valcke, Martin1 martin.valcke@ugent.be |
| المصدر: |
Learning & Instruction. Oct2010, Vol. 20 Issue 5, p349-360. 12p. |
| مصطلحات موضوعية: |
*PEER teaching, *TUTORS & tutoring, *CROSS-age teaching, *COLLEGE students, *COLLABORATIVE learning, *INTELLECTUAL development |
| مستخلص: |
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. [Copyright &y& Elsevier] |
| قاعدة البيانات: |
Academic Search Index |
