An investigation of the effects of reciprocal peer tutoring

Cheng, Yi-Chia; Ku, Heng‐Yu

doi:10.1016/j.chb.2008.06.001

Cited by 64 publications

(55 citation statements)

References 22 publications

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“…Unlike other studies (e.g. Cheng and Ku 2009;Duran and Monereo 2005), the present study did not aim to compare RPT with a different type of studentactivating learning (e.g. fixed peer tutoring, self-explaining).…”

Section: Participants and Settingmentioning

confidence: 89%

Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring

2014

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Although successful learning in university education can be advanced by students' competence to self-regulate their learning, students often possess insufficient metacognitive regulation skills to regulate their learning adequately. The present study investigates changes in university students' adoption of metacognitive regulation after participating in reciprocal peer tutoring (RPT). A quasi-experimental pretest-posttest design was adopted, involving an experimental (n = 51) and two control groups; CG1 (n = 24) and CG2 (n = 22). Experimental students participated in a RPT intervention during a complete semester. Metacognitive regulation was assessed by means of thinkaloud protocol analysis. Results indicate that RPT is promising to promote metacognitive regulation. Experimental students increasingly adopt monitoring, evaluation, and orientation and significantly evolve towards deep-level regulation from pretest to posttest. Except for an increased use of low-level comprehension monitoring, none of the evolutions in experimental students' regulation could be discerned for students in both control groups.

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Section: Participants and Settingmentioning

confidence: 89%

Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring

2014

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“…Through web-based peer review, students are able to observe each peer's writing processes recorded online and engage in interaction to receive peers' assistance or to provide scaffolding to other peers for text improvement. In the pursuit of text improvement, they not only benefit from receiving feedback of peers but also from providing assistance to them (Cheng & Ku, 2009;Duran & Monereo, 2005).…”

Section: Introductionmentioning

confidence: 99%

A reciprocal peer review system to support college students' writing

Yang

2011

Brit J Educational Tech

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As students' problem-solving processes in writing are rarely observed in face-to-face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95 undergraduate students was recruited to construct texts with the support of web-based reciprocal peer review in the processes of modelling, coaching, scaffolding, articulation, reflection and exploration. The results of the study revealed that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learn from peers in writing as well as support peers in making text revisions. During their extensive and reciprocal interactions with various peers, students addressed mutual concerns in each other's text revisions. They constructed collaborative language knowledge for text improvement as local revisions (grammatical corrections) and global revisions (corrections on the development, organization or style of a text) were made in their final texts. The students' perceptions towards text improvement in this web-based peer review of modelling, coaching, scaffolding, articulation, reflection and exploration are also discussed in this study.

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“…In current research, online peer tutoring is brought under more attention in higher and further education (Jones, Garralda, Li, & Lock, 2006;McLuckie & Topping, 2004 , on different cognitive tools that can be used (Wong et al, 2003), or on the effects of peer tutoring on student achievement, motivation, and attitudes (Cheng & Ku, 2009). Kester et al (2007, p. 202) argue that ''peer tutoring may also enhance learning or knowledge construction''.…”

Section: Peer Tutors As Regulatorsmentioning

confidence: 98%