Search results for author:"Liesje De Backer"
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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...
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 ...
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...