Literaturnachweis - Detailanzeige
| Autor/inn/en | De Wever, Bram; Van Keer, Hilde; Schellens, Tammy; Valcke, Martin |
|---|---|
| Titel | Structuring Asynchronous Discussion Groups: Comparing Scripting by Assigning Roles with Regulation by Cross-Age Peer Tutors |
| Quelle | In: Learning and Instruction, 20 (2010) 5, S.349-360 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0959-4752 |
| DOI | 10.1016/j.learninstruc.2009.03.001 |
| Schlagwörter | Knowledge Level; Tutors; Cross Age Teaching; Peer Teaching; Asynchronous Communication; Computer Mediated Communication; Discussion Groups; Computer Assisted Instruction; College Instruction; College Freshmen; Cooperative Learning; Instructional Effectiveness; Content Analysis |
| 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. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
