Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors
نویسندگان
چکیده
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 (N 1⁄4 135). Content analysis was applied to analyse the level of knowledge construction in students’ online postings. The results indicated that students in the tutor-supported discussions reached significantly higher levels of knowledge construction as compared to students in the role-supported group. These findings underline the value of regulation by cross-age peer tutors to foster freshmen’s knowledge construction processes. 2009 Elsevier Ltd. All rights reserved.
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