Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring

David Duran; Carles Monereo

doi:https://doi.org/10.1016/j.learninstruc.2005.04.002

Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring

David Duran, Carles Monereo

Department of Basics, Developmental and Educational Psychology

Research output: Contribution to journal › Article › Research › peer-review

65 Citations (Scopus)

Abstract

The research presented here analyzes the process of interaction in pairs of students, organized into fixed and reciprocal tutoring, in an authentic written composition task. Analysis of the interactivity, or joint activity, highlights the emergence of two different patterns: the tutor's active pattern and the tutee's reactive pattern, as well as different styles of cooperative interactions, depending on the role (tutors tend to monopolize co-operation tutorials and the tutee tend to do so in collaborative sessions) and type of tutoring, reciprocal tutoring being that which best combines collaboration and tutorial. Finally, a sequential analysis allows for the identification of three types of sequences (collaborative, tutorial and the prototypical initiation-response-feedback sequence) that govern the exchanges in the tutorial situations analyzed and that locate cooperation as its central core. © 2005 Elsevier Ltd. All rights reserved.

Original language	English
Pages (from-to)	179-199
Journal	Learning and Instruction
Volume	15
DOIs	https://doi.org/10.1016/j.learninstruc.2005.04.002
Publication status	Published - 1 Jun 2005

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Duran, D., & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15, 179-199. https://doi.org/10.1016/j.learninstruc.2005.04.002

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