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Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors
ARTICLE

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Learning and Instruction Volume 20, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

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 (

Citation

De Wever, B., Van Keer, H., Schellens, T. & Valcke, M. (2010). Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors. Learning and Instruction, 20(5), 349-360. Elsevier Ltd. Retrieved July 18, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.03.001

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