Monitorship: a teaching modality that enhances collaborative and self-regulated learning

Abstract

We sought in this article to examine whether monitorship, understood as a way of teaching, enhance collaborative and self-regulated learning of college students. The study was based on observation of the monitorship work conducted in an Institution of Higher Education, during one semester, semi-structured interviews with monitors and teachers and of a questionnaire answered by college students participating of the monitorship. The data were subjected to content analysis. The results of this analysis showed that the work done was productive for self-regulated learning of monitors and college students since most of the students learned to use different learning strategies. Monitorship thus tends to be a successful tool at the higher education level as it promotes active, interactive, mediated and self-regulated learning.

Keywords:
monitorship; teaching; learning among pairs