Abstract
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (In Press). Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors. Learning and Instruction. Available online 31 March 2009 from http://dx.doi.org/10.1016/j.learninstruc.2009.03.001
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 = 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.
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