Uncovering Evolutions in Reciprocal Peer-Tutoring Groups’ Socially Shared Regulation

• In Event: Poster Session 13
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

Although new perspectives on metacognition highlight the importance of socially shared regulation for successful collaborative learning, little is known about regulation in collaborative learning groups. This study aims to contribute in this respect by investigating evolutions in the individually-oriented, co-regulated, and socially shared focus of higher education reciprocal peer tutoring (RPT) groups’ regulation. Video analysis was conducted on three RPT-sessions (i.e. at the start, halfway, and upon completion of a semester-long RPT-intervention) of three randomly selected RPT-groups. Results reveal a dominance of explicit tutor-centered co-regulation throughout the RPT-intervention for metacognitive orientation, planning, monitoring, and evaluation. Evolutions towards implicit tutee-centered co-regulation and socially shared regulation are discerned as the RPT-intervention progresses. Especially orientation and monitoring become increasingly socially shared.

Authors

• Liesje De Backer, Ghent University

• Hilde Van Keer, Ghent University

• Martin M. Valcke, Ghent University