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1.
Peer tutors’ behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims to explore a typology of approaches to peer tutoring by unraveling peer tutors’ behavioural strategies and related approaches. Furthermore, it aims to grasp peer tutors’ behavioural repertoire in-depth by shedding light on the concerns and challenges they experience while tutoring. Results showed that peer tutors used a variety of strategies but were mainly inclined to adopt answering and directive actions. Their questioning behaviour remained relatively low level in terms of quality. Moreover, three types of peer tutors could be discerned, i.e. questioners, informers and motivational organisers. Finally, although all peer tutors reported diverse organisational, social and didactical concerns and challenges, results showed that different types of tutors struggled with different approach-specific issues and experienced tutoring in a slightly different manner. Taking these issues into account seems crucial for peer tutoring to reach its potential. Implications for peer tutoring programs and training of peer tutors are discussed.  相似文献   

2.
ABSTRACT

Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this questioning takes, and the potential value for students and tutors. This paper explores the kinds of questions asked, the challenges posed to students and tutors, and implications for the learning process. Tutors’ experiences during tutorials and their reflections in written reports are used to unpack and explore questioning in tutorials. The paper highlights questioning as relevant in writing centre spaces due to its central role in shaping student learning about writing. The findings have relevance for peer tutoring in higher education generally, and indicate the importance of peer tutors learning to use questions to engage effectively with students.  相似文献   

3.
远程培训是教师培训的重要方式,也是建设高素质专业化教师队伍的重要途径。但教师远程培训的理论研究明显滞后于实践的快速发展。在线辅导教师作为教师远程培训中学习支持服务的主要实施者,其辅导行为直接影响学员的学习行为,进而影响教师远程培训的整体质量。在线辅导教师的自我角色定位可以概括为导学者、设计者、促学者、评价者和建议者5种角色。不同的角色定位所需的在线辅导策略不尽相同,但在线辅导者需要具备引导策略、交互策略、监控策略、反思与迁移策略、反馈策略等五大基本策略。这五大策略包含16个子策略和32种具体的在线辅导行为,可以作为教师在线辅导的借鉴和参考。  相似文献   

4.
Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building.  相似文献   

5.
在外聘教师担任辅导教师的情况下，建立助理辅导教师制度有利于为学员提供更好的学习支持服务，有利于尽快建立适应试点工作的教师队伍；推行个别化学习模式，要把课内外教学看成一个整体，综合确定一个合理的计酬方法，切实落实激励政策；指导教师是个目标性、专业性很强的工作，应由本专业教师担任；开放教育更注重教学过程和学习方法，在知识和获取知识能力两方面更注重能力的培养。  相似文献   

6.
Online tutors play a critical role in e‐learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self‐assessed during two weeks by online tutors in K‐12 mathematics, who also wrote a self‐reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K‐12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges.  相似文献   

7.
《学习科学杂志》2013,22(3):277-305
There has been much debate about instructional strategies for computerized learning environments. Many of the arguments designed to choose between the various philosophies have appealed, at least implicitly, to the behavior of effective human teachers. In this article, we compare the guidance and support offered by human tutors with that offered by intelligent tutoring systems. First, we review research on human tutoring strategies in various domains. Then we investigate the capabilities of a widely used technique for providing feedback, model tracing. Finally, we contrast the types of guidance and support provided by human tutors with those in intelligent tutoring systems, by examining the process of recovering from impasses encountered during problem solving. In general, the support offered by human tutors is more flexible and more subtle than that offered by model tracing tutors, but the two are more similar than sometimes argued.  相似文献   

8.
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9.
ABSTRACT

There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.  相似文献   

10.
Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.  相似文献   

11.
导师是保障和提高研究生培养质量的主要责任人。国内高校研究生的指导存在着指导时间偏少、指导有效性不足及指导意识不强等主要问题。牛津大学导师制的成功运作对于我国研究生培养具有很强的借鉴意义。借鉴牛津大学导师制的成功经验,可以完善研究生导师管理制度,强化导师指导责任意识,加强导师的选聘和培训,将教学和指导列入高校及教师的评价体系等改革举措,藉以保障与提升研究生的培养质量。  相似文献   

12.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation.  相似文献   

13.
This article is written for new and experienced tutors to review the ways in which they are supporting their students' learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring.  相似文献   

14.
Abstract

Results from a questionnaire administered to 1,353 college students, who were to receive a tuition rebate for tutoring disadvantaged elementary school children, indicated that external rewards were not equally salient for all tutors. Tutors could be classified into 4 motivational groups on the basis of their primary reasons for tutoring. Extrinsically motivated tutors reported less change in their tutees, and were more critical of the tutoring experience than tutors professing differing degrees of intrinsic motivation. When tutors claimed both extrinsic and intrinsic motives, their other assessments were, unexpectedly, similar to those of internally motivated tutors.  相似文献   

15.

This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring.  相似文献   

16.
智能教学代理是以鲜活的动画人物或拟人形象出现在计算机辅助教学过程中,对学习者进行学习支持的教育软件。智能教学代理近年来受到广泛关注,其应用和研究的广度和深度也在不断增加。在远程教育领域,智能教学代理可以作为辅导教师、学习伙伴、自身影像和实习对象,从认知、情感、创新等方面给予远程教育支持。为了保证智能教学代理的效果,设计过程中应注重其形象、能力、信息传递、情绪状态和交互方式等因素的设计。当前智能教学代理的研究尝试从双代理或多代理角度优化教学环境,提供更为精细、多元化的形象、信息和交互方式。今后,学者们将把学习者特征纳入到智能教学代理研究中,挖掘其在情感和元认知支持方面的更多功能。  相似文献   

17.
Personal tutoring is considered to be an important support mechanism for students in higher education. However, the existing personal tutoring system at the British University in Egypt has needed for quite some time to be reviewed and improved as anecdotal evidence suggests that it is ineffective. This article therefore aims to identify the factors affecting the personal tutoring system at the university. Data were gathered from four sources: (1) a tutor questionnaire, (2) semi-structured interviews with personal tutors, (3) semi-structured interviews with teaching assistants, and (4) focus group meetings with students. The results indicated a number of factors affecting the personal tutoring system: the students’ lack of awareness of the system and personal tutor role, lack of contact and meetings between both parties, the ‘buy in’ of tutors and tutees, the qualities of the tutors, and the time taken to disseminate information on the system to tutees. It is recommended that the existing personal tutoring system be replaced with a personal tutoring unit within each faculty and that the university establish a central support system for students with learning disabilities and also a counselling service.  相似文献   

18.
一个理想辅导技能的框架,与学生学习的成果相关。这些学生需要掌握各类知识和技能,这些知识技能包括认知领域以及其他四个领域。辅导工作(行为)帮助学生掌握各种技能(如判断内涵的技能、批判性思考的技能等等),而许多教师本身可能就缺乏这些技能。这种学习和学习技能涵盖了所有这五个学习领域:环境、认知、元认知、情感和管理领域。辅导教师在学生作业中通过批改评阅的方式留下的辅导反馈,可以而且应该尽可能合理地涵盖所有五个领域。文章回顾了开放式学习中在线辅导的环境、认知、元认知、情感与管理五种领域的功能,来探索通过建立辅导教师在线共同体的积极作用。  相似文献   

19.
Drawing on role theory and socio‐constructivist ideas about learning, this study explores how peer‐tutoring can support tutors’ learning. The sample comprised ten 16–17‐year‐old biology tutors, working with twenty‐one 14–15‐year‐old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors’ perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer‐tutoring episodes helped them appreciate weaknesses in their own subject knowledge.  相似文献   

20.
Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu’s concepts of social capital and field, we found that the dynamics between tutors were complex, with tutors jockeying for position amid contestations over the rules and organization of the tutoring sessions. The implications include the significant impact that the dynamics among tutors can have on the overall program.  相似文献   

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