Self-monitoring and knowledge-building in learning by teaching
Abstract
Prior research has established that learning by teaching depends upon peer tutors’ engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a knowledge-telling bias defined by shallow summarizing of source materials and didactic lectures. Knowledge-telling contributes little to learning with deeper understanding. In this paper, we consider the...
Paper Details
Title
Self-monitoring and knowledge-building in learning by teaching
Published Date
Jun 7, 2013
Journal
Volume
42
Issue
3
Pages
327 - 351
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