Exploring the Relations Between Reciprocal Peer-Tutoring Groups’ Metacognitive Regulation, Cognitive Processing, and Transactive Discussions

• In Event: Innovation in Research on the Role of Context in Engagement

Abstract

Although collaborative learning is assumed to be a promising metacognitive facilitator, empirical evidence on collaborative learning groups’ metacognitive regulation is limited. The present study investigates higher education reciprocal peer tutoring (RPT) groups’ regulation and its relation with RPT-groups’ cognitive processing and transactive discussions. Seven RPT-sessions of five randomly selected RPT-groups were videotaped (i.e. 70 hours of video data). Results reveal that the occurrence of cognitive processing and transactive discussions are both positively correlated with RPT-groups’ adoption of metacognitive regulation. In particular a positive association between higher-order cognitive processing and deep-level regulation is revealed. Remarkably, the (low/high) level of transactive discussions appears not to be decisive for RPT-groups’ engagement in deep-level regulation.

Authors

• Liesje De Backer, Ghent University

• Hilde Van Keer, Ghent University

• Martin M. Valcke, Ghent University