SIE students outperformed IE and E on ability to construct knowledge both during their tutorial interaction and on written measures. The model is described along with its purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring systems used to promote learning at the comprehension level, this model is designed to promote higher-level complex learning, namely the construction of new knowledge. The model emphasizes reciprocal tutor-tutee roles, supportive communication, elaborated explanation and questioning skills. When in the tutoring role, students learn to use different kinds of questions to prompt their partners to make corresponding responses.
Tutors also learn to sequence their questioning in a particular way.
Thus, during this transactive process, partners scaffold each other's thinking and learning to progressively higher levels. Mechanisms involved in this form of peer-mediated learning are discussed along with results of research on the model's effectiveness. Discourse Patterns for Mediating Peer Learning. Cognitive Perspectives on Peer Learning pp 87-115. This chapter presents three discourse patterns that have been developed by King for use by peer learning groups to mediate their own learning.