Tutee’s Reflective Thinking of Tutor’s Response Produces Monitoring

A number of researchers in cognitive science have proposed reasons as to why collaborative learning is more efficient than learning alone. The study of collaborative learning has shifted in focus to the relationship between the process of collaboration itself and the learning results. This study focuses on the latter. The study proposes two elements that were encountered during analysis of cross-age tutoring investigations. The first is that both learners' questions and tutors' advice is representative of their externalized metacognitive experience. The second is the manner in which interaction between learners and tutors develops the learner's monitoring abilities. If learners notice differences in meaning in the responses tutors give to learners' questioning and perform conscious cognition of the tutor's externalized metacognitive experiences, the learner's reflective thinking caused by the tutor's responses produces the learner's monitoring as affected by the tutor's criterion. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Tutee's Reflective Thinking of Tutor's Response Produces Monitoring PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Michiko Kayashima Department of Art Tamagawa University, Japan kayasima@lit.tamagawa. acjp G.H. Marks Toshio Okamoto The Graduate School of Information Systems University of Electro-Communications, Japan okamoto@ai.is. uec.ac jp TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) EA This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: This study proposes two elements that were encountered during analysis of cross-age tutoring investigations. The first is that both learners' questions and tutors' advice is representative of their externalized metacognitive experiences. The second is the manner in which interaction between learners and tutors develops the learner's monitoring abilities. If learners notice differences in meaning in the responses tutors give to learners' questioning and perform conscious cognition of the tutor's externalized metacognitive experiences, the learner's reflective thinking caused by the tutor's responses produces the learner's monitoring as affected by the tutor's criterion. This study proposes two elements that were encountered during analysis of cross-age tutoring investigations. The first is that both learners' questions and tutors' advice is representative of their externalized metacognitive experiences. The second is the manner in which interaction between learners and tutors develops the learner's monitoring abilities. If learners notice differences in meaning in the responses tutors give to learners' questioning and perform conscious cognition of the tutor's externalized metacognitive experiences, the learner's reflective thinking caused by the tutor's responses produces the learner's monitoring as affected by the tutor's criterion.