Search results for author:"Bram de Wever"
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Internet and Higher Education Vol. 14, No. 4 (September 2011) pp. 201–206
This study focuses on the reliability of intra-group peer assessment (PA) of the collaboration processes in a wiki. First-year university students (
Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors
Learning and Instruction Vol. 20, No. 5 (October 2010) pp. 349–360
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 (
Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 225–246
This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating...
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 436–447
This study focuses on the process, output, and interpretation of multilevel analyses on quantitative content analysis data derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction...
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 59, No. 5 (May 2010) pp. 645–661
The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor...