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Évaluer ses pairs pour mieux s'autoréguler : le feedback vidéo comme support de stratégies d'autorégulation individuelles et collaboratives

Abstract : Peer assessment can help increase the use of metacognitive strategies and self-regulated learning (Topping, 2009). This exploratory study aimed to examine metacognitive activity during a peer learning activity with video feedback in a higher education language class setting. A discourse analysis of self-confrontation interview data revealed substantial use of self-regulatory and collaborative learning strategies. These results indicate the potential for training systems based on video feedback used in conjunction with peer assessment and collaborative learning in order to develop metacognition in language learners. KEY WORDS self-regulated learning, self-regulation strategies, video feedback, collaborative learning, peer assessment QPES-(Faire) coopérer pour (faire) apprendre 2
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https://hal-imt-atlantique.archives-ouvertes.fr/hal-02177713
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Submitted on : Tuesday, July 9, 2019 - 11:59:32 AM
Last modification on : Wednesday, June 24, 2020 - 4:19:48 PM

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  • HAL Id : hal-02177713, version 1

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Rebecca Clayton Bernard, Gilles Kermarrec. Évaluer ses pairs pour mieux s'autoréguler : le feedback vidéo comme support de stratégies d'autorégulation individuelles et collaboratives. Questions de Pédagogies dans l'Enseignement Supérieur, ENSTA Bretagne, IMT-A, UBO, Jun 2019, Brest, France. ⟨hal-02177713⟩

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