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1.
Efforts to enhance learning through peer interaction in an electronic forum are now commonplace. However, facilitation and moderation of such a forum by academic staff can be of limited effectiveness and very time‐consuming. The skills required by peer learners to effectively manage such distributed discourse for themselves have rarely been clearly identified. This paper compares the social, organizational and cognitive characteristics of effective peer learning interactions in face‐to‐face and online environments (with particular reference to peer tutoring and peer assessment). This leads to a specification of transferable skills for online peer learning, at the macro and micro levels, with commentary on areas needing particular attention. The implications for assessment of such online distributed discourse process skills are explored with reference to professional practice and future research. 相似文献
2.
Deanne Boydell 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):3-12
This paper describes Hong Kong research into peer tutored instruction in reading. Tutors were trained to use Paired Reading, a technique appropriate for use across a range of ability levels, and adaptable for reading instruction in languages and orthographies other than English. The Hong Kong research confirms that peer tutors can successfully deliver reading instruction, with both tutors and tutees benefiting in terms of enhanced reading proficiency, intrinsic motivation to learn, and self‐concept. It also suggests some factors which may enhance the effects of peer tutoring upon achievement. For tutees these are content coverage, peer self‐concept and intrinsic motivation to study. For tutors the predominant factor is locus‐of‐control. Interestingly, tutors’ instructional behaviours during tutoring sessions appear not to have any effect on tutoring outcomes, except in so far as they might slow down coverage of the material being read. 相似文献
3.
Howard Margolis 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):221-238
Self‐efficacy is essential to motivation and learning. Compared to students with weak self‐efficacy for academics, students with strong self‐efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self‐efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one‐to‐one or small group situations, adult tutors are in an excellent position to enhance struggling learners’ self‐efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self‐efficacy, its sources, and how to strengthen weak or flagging self‐efficacy. To assist tutors in strengthening learners’ self‐efficacy, this article discusses (a) the importance and sources of self‐efficacy, (b) instructional principles derived from these sources, and (c) topics for future research. 相似文献
4.
The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment. As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery. 相似文献
5.
Influence of a catalan peer tutoring programme on reading comprehension and self‐concept as a reader
This study relates to the results obtained in the development of reading comprehension (RC) and self‐concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi‐experimental design with the use of comparison groups and pre‐tests/post‐tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self‐concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self‐concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self‐perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident. 相似文献
6.
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
7.
Jonathan Galbraith 《Educational studies》2011,37(3):321-332
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
8.
This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor–tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. 相似文献
9.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):427-438
This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K‐12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through semi‐structured interviews with a smaller sample. An analysis of the data suggests that teachers had a favorable view of receiving digital badges and many shared their badges through digital media. This paper also describes how the digital badges were shared, the impact digital badges may have on teachers' choices for professional development, and teachers' perspectives on current and future uses of digital badges. 相似文献
10.
Vít Šťastný 《Compare》2017,47(4):561-579
In many parts of the world, shadow education has become a major enterprise. Such is the case of the countries of the former Eastern Bloc, including the Czech Republic, which is in scope of this article. The study analyses the Internet supply of private tutoring lessons in academic subjects and assesses the micro- and macro-factors influencing the offered lesson price as set by private tutors. Based on the quantitative content analysis of 2058 individual tutor profiles advertising online, the author found a very unequal distribution of tutors within the country and a considerable proportion of mainstream schoolteachers acting as private lesson providers. The higher the formal education and age of the tutor, the higher the price they offer per lesson. Male tutors set higher prices than female tutors, and tutoring in foreign languages is generally more expensive than in any other subject. The results suggest that the features of private tutoring supply have implications for equity in education. 相似文献
11.
A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention. 相似文献
12.
Derek Rowntree 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(3):205-215
In this paper, the author reflects on his first experience of tutoring on an online course. He compares online courses with their classroom and distance learning equivalents, from the point of view of both tutors and learners. This leads to a consideration of the multiple roles of the online tutor and how they can be acquired. The paper ends with an appraisal of some of the risks and drawbacks of online courses. 相似文献
13.
Tarsem Singh Cooner 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):271-286
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences. 相似文献
14.
The ability to self‐reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer‐mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self‐reflection. While there are reports pointing to the salutary effects of digital video on learners’ reflective ability, a systematic inquiry into how digital video can be utilized to promote self‐reflection in an ePortfolio context remains under‐reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self‐reflection and the nature of peer feedback? Results from this small‐scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers. 相似文献
15.
16.
This study was aimed to find which tutoring styles significantly predict learners’ satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11–12 years), enrolled in the e-study program, and completed tutoring style and academic satisfaction evaluation surveys. Students’ login and posting frequency in the e-study program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors’ guiding activities as opposed to facilitating were not significant contributors to students’ academic outcomes. The effect of tutors’ facilitating styles in an online learning environment was significant as being found in the existent literature. 相似文献
17.
Student barriers to online learning: A factor analytic study 总被引：6，自引：4，他引：2
Lin Y. Muilenburg 《Distance Education》2005,26(1):29-48
This article reports on a large‐scale (n?=?1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed. 相似文献
18.
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
19.
Eleni Dimitrellou Philip Macmillan Brahm Norwich 《Journal of Research in Special Educational Needs》2023,23(1):12-23
School closures due to the COVID-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own-Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the COVID restrictions to help 15 pupils aged 7–12 with reading difficulties improve their reading. Analysis of Single Word Reading pre-and-post-test revealed a 3.2-year mean word reading age gain over a 19- to 22-week period. Questionnaire data from pupils and parents and the end of OVIP session and parent-reported data at a one-year follow-up demonstrated an overall increase in pupil reading skills and self-confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher-mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher-mediated own voice approaches to unmediated programmes, using a larger sample. 相似文献
20.
Outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher‐directed or materials‐led methods. However, methods involving mainly or only peer interaction are rare. This paper describes and evaluates such a method for peer tutoring in thinking skills, which scaffolds interactive discourse based on a differentiated real book the tutorial pair has chosen to read together. This pilot study aimed to partial the impact on quality of thinking of a peer‐tutored thinking intervention from that of a peer‐tutored reading intervention, controlling for time on task and amount of peer interactivity. Experimental peer tutees were a whole class (n=28) of seven‐year‐olds; experimental tutors a whole class (n=31) of 11‐year‐olds. Comparison tutees were a whole class (n=27) of seven‐year‐olds; comparison tutors a whole class (n=30) of 11‐year‐olds. Classes/teachers within the same school were randomly assigned to conditions. In Phase 1, a paired reading intervention was implemented for six weeks for all groups. In Phase 2, the experimental classes of tutors and tutees engaged in the “paired thinking” (PT) method for 10 weeks, while the comparison group continued with paired reading. Both treatments involved one 20‐minute session weekly. Pre‐ and post‐test assessment of thinking skills and attitude to reading for all participants was conducted and post hoc subjective feedback gathered from participants. The experimental (PT) tutees showed significantly better performance in thinking skills than comparison (PR only) tutees, and some evidence of improved attitudes to reading. However, this was not true for the experimental (PT) tutors. Subjective feedback was very positive from the PT tutees and class teachers, but less positive from the PT tutors. Given the brevity and low cost in time and resources of the treatment, the finding of significant differences in measured thinking skills for the PT tutees is considered encouraging. Recommendations for refining organizational aspects of the implementation of PT and for future research are made. 相似文献