Author Information
Yue Hu, Hangzhou Normal University, ChinaPengyun Weng, Hangzhou Normal University, China
Hanxin Ye, Hangzhou Normal University, China
Shuyan Yu, Central China Normal University, China
Abstract
Collaborative learning by teaching (CLBT) is an active learning approach that integrates collaborative learning with the learning-by-teaching strategy, aiming to enhance student engagement and knowledge acquisition in university settings. However, it challenges many university students as it demands collaborating autonomously and regulating the collaborative learning process. Some students may struggle with task execution and process management. To address this challenge, socially shared regulation scaffolding can be integrated to support CLBT. This study proposed a socially shared regulation scaffolding called Task Guidance Scaffolding (TGS), which divides CLBT tasks into four stages—goal setting, planning, monitoring, and evaluation—and provides specific guiding questions at each stage to help students complete the CLBT learning process. Using a two-group case study design, this research investigated the effects of CLBT and socially shared regulation scaffolding-supported CLBT on university students. Results indicated that both approaches positively affected students’ group engagement, motivation, and metacognition. The study emphasizes the potential benefits of CLBT and its integration with socially shared regulation scaffolding on university students, providing practical implications for educators and future research.
Paper Information
Conference: ACE2025Stream: Teaching Experiences
This paper is part of the ACE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Hu Y., Weng P., Ye H., & Yu S. (2026) Impacts of Two Collaborative Learning by Teaching Approaches on University Students’ Engagement, Motivation, and Metacognition ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1577-1585) https://doi.org/10.22492/issn.2186-5892.2026.120
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.120
Comments
Powered by WP LinkPress