Impacts of Two Collaborative Learning by Teaching Approaches on University Students’ Engagement, Motivation, and Metacognition

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.