Search results for author:"Martin Valcke"
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Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour
Computers & Education Vol. 50, No. 1 (January 2008) pp. 207–223
In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a...
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 (
Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students' Metacognitive Knowledge and Regulation
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 3 (May 2012) pp. 559–588
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and...
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...
Socially Shared Metacognitive Regulation during Reciprocal Peer Tutoring: Identifying Its Relationship with Students' Content Processing and Transactive Discussions
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 323–344
Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on...
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 1 (January 2009) pp. 87–105
This study explores cross-age peers' tutoring behavior to support freshmen collaborating online. The study fits in with the need to inquire into the process of peer facilitation in CSCL-environments and focuses on types of peer support and on the...
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 63–78
The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared ...
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 (
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...