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de Wever Bram, Van Keer Hilde, Schellens Tammy & Valcke Martin (2009). « Structuring asynchronous discussion groups : Comparing scripting by assigning roles with regulation by cross-age peer tutors ». Journal of Computer Assisted Learning, n° 25, p. 177–188. En ligne : <http://www.sciencedirec ... c732447a78cbc3b33c4afc7>. 
Added by: Rémi Thibert (11 Jun 2009 08:57:48 Europe/Paris)   Last edited by: Rémi Thibert (23 Jun 2009 11:24:32 Europe/Paris)
Resource type: Journal Article
DOI: 10.1016/j.learninstruc.2009.03.001
BibTeX citation key: DeWever2009a
Categories: TICE
Creators: Van Keer, Schellens, Valcke, de Wever
Collection: Journal of Computer Assisted Learning
Views: 785/1657
Views index: 13%
Popularity index: 3.25%
URLs     http://www.science ... 47a78cbc3b33c4afc7
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. Keywords: Role assignment; Peer tutoring; Content analysis; Asynchronous discussion groups; Computer-supported collaborative learning {(CSCL)}
Added by: Rémi Thibert  Last edited by: Rémi Thibert
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