Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students' Metacognitive Knowledge and Regulation

Liesje De Backer; Hilde Van Keer; Martin Valcke

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...

Socially Shared Metacognitive Regulation during Reciprocal Peer Tutoring: Identifying Its Relationship with Students' Content Processing and Transactive Discussions

Liesje De Backer; Hilde Van Keer; Martin Valcke

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

Liesje De Backer; Hilde Van Keer; Martin Valcke

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 ...

Language: English