An Examination of Peer-to-Peer Scaffolding as Metacognitive Support for Learning

Abstract

This descriptive study examines peer-to-peer scaffolding implemented in an undergraduate, online digital literacies course for future educators. It identifies the different features of students collaboration processes and how these processes function as peer scaffolding to support their learning. Analyses of students’ collaborative dialog and reflections on their collaboration processes. By analyzing dialog, this study examines how collaborative discussion that is high quality can act as a form of peer-to-peer scaffolding that encourages metacognition. Peer-to-peer scaffolding not only provides just-in-time support, but also triggers students’ regulation thus helping them to refine their understanding and enhance self-awareness of their learning processes. Findings suggest that productive collaboration can serve as a useful means of peer-to-peer scaffolding marked by five specific features: 1) complementing each other’s expertise, 2) co-constructing knowledge, 3) collaborating to problem-solve, 4) encouraging reciprocal support, and 5) triggering regulation. Findings further explore students’ perspectives on collaboration. Students felt they benefited from peer-to-peer collaboration when the collaboration yielded the development of new ideas and understanding, offered support for problem solving, and provided opportunities for self-reflection. These markers of quality collaboration assisted students in achieving their learning goals. Recommendations outlined in this chapter offer guidance for educators by describing ways to promote productive collaboration when designing and implementing instruction.