The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Tutor learning: the role of explaining and responding to questions
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Citations
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“Tutors may need to utilize metacognitive processes such as comprehension-monitoring and metamemory, which involve evaluation of the quality of one’s own knowledge and understanding (e.g. Flavell, 1979; Hacker, 1998; Maki et al. 2005).”
BackgroundThe 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734 · cited 2×
“Keywords: peer tutoring, tutor learning, tutorial dialogue, explanations, questions, metacognition, verbal data analysis Tutoring is one of the most effective educational interventions, with tutored students performing one to two standard deviations above non-tutored students (Bloom, 1984).”
BackgroundSelf‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
Educational Outcomes of Tutoring: A Meta-analysis of Findings
Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. (1982) · American Educational Research Journal · doi:10.3102/00028312019002237 · Cited by 1,138
Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
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Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Eight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832
Peer reviewers learn from giving comments
Cho, Y. H., & Cho, K. (2011) · Instructional Science · doi:10.1007/s11251-010-9146-1 · Cited by 294
Cho, K., & MacArthur, C. (2011) · Journal of Educational Psychology · doi:10.1037/a0021950 · Cited by 246
Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.02.001 · Cited by 236
Explanation and abductive inference
Lombrozo, T. (2012) · The Oxford Handbook of Thinking and Reasoning · doi:10.1093/oxfordhb/9780199734689.013.0014 · Cited by 242
Effects of Small-Group Learning on Transfer: a Meta-Analysis
Pai, H.-H., Sears, D. A., & Maeda, Y. (2015) · Educational Psychology Review · doi:10.1007/s10648-014-9260-8 · Cited by 140
Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015) · Educational Studies in Mathematics · doi:10.1007/s10649-015-9625-z · Cited by 136
Preparing students for future learning with Teachable Agents
Chin, D. B., Dohmen, I. M., Cheng, B. H., Oppezzo, M. A., Chase, C. C., & Schwartz, D. L. (2010) · Educational Technology Research and Development · doi:10.1007/s11423-010-9154-5 · Cited by 119
Wu, Y., & Schunn, C. D. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102160 · Cited by 78
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09643-4 · Cited by 77
SmileyCluster: supporting accessible machine learning in K-12 scientific discovery
Wan, X., Zhou, X., Ye, Z., Mortensen, C. K., & Bai, Z. (2020) · Proceedings of the Interaction Design and Children Conference · doi:10.1145/3392063.3394440 · Cited by 77
The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis
Zheng, L., Zhang, X., & Cui, P. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1644603 · Cited by 75
Lachner, A., Jacob, L., & Hoogerheide, V. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101438 · Cited by 77
Young Children Can Learn Scientific Reasoning with Teachable Agents
Chin, D. B., Dohmen, I. M., & Schwartz, D. L. (2013) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2013.24 · Cited by 54
Xing, W., Song, Y., Li, C., Liu, Z., Zhu, W., & Oh, H. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13586 · Cited by 50
Peters, O., Körndle, H., & Narciss, S. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0344-y · Cited by 37
Explanation recruits comparison in a category-learning task
Edwards, B. J., Williams, J. J., Gentner, D., & Lombrozo, T. (2019) · Cognition · doi:10.1016/j.cognition.2018.12.011 · Cited by 34
Designing Appropriate Learning Technologies for School vs Home Settings in Tanzanian Rural Villages
Uchidiuno, J., Yarzebinski, E., Madaio, M., Maheshwari, N., Koedinger, K., & Ogan, A. (2018) · Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies · doi:10.1145/3209811.3209881 · Cited by 34
Translating evidence-based guidelines to improve feedback practices: the interACT case study
Barton, K. L., Schofield, S. J., McAleer, S., & Ajjawi, R. (2016) · BMC Medical Education · doi:10.1186/s12909-016-0562-z · Cited by 25
Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach
Zhu, W., Wang, F., Mayer, R. E., & Liu, T. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101897 · Cited by 17
Peer-facilitated learning: Students' experiences
Mkonto, N. (2018) · Africa Education Review · doi:10.1080/18146627.2016.1224599 · Cited by 6
Shahriar, T., & Matsuda, N. (2024) · Lecture Notes in Computer Science · doi:10.1007/978-3-031-64299-9_2 · Cited by 4
Metadata
- Authors
- Roscoe, R. D., & Chi, M. T. H.
- Venue
- Instructional Science
- Published
- 2007-07-05
- Volume
- 36
- Issue
- 4
- Pages
- 321-350
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2033630110
- Cited by
- 335
- References
- 6
- FWCI
- 11.63
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
