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2.
We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students’ end-of-year total; all tutorial work becomes essentially voluntary. We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found.  相似文献   

3.
In this study seven 10‐year‐old to 11‐year‐old students peer‐tutored seven six‐year‐old students in writing over a 10‐week period. Tutoring took place over 20‐minute sessions four times per week in the six‐year‐old students' regular classes during their usual writing time. The first author trained the tutors to assist tutees to (1) produce a writing plan, (2) use the plan to develop a piece of writing with help from the tutor, (3) proof‐read writing samples for meaning and accuracy, and (4) prompt tutees to make editing changes to their writing by asking appropriate questions. Samples of the writing of tutors and tutees were compared at baseline, intervention and follow‐up phases and the attitudes of participants towards the programme were evaluated. Unlike most peer tutoring programmes the study relied largely on intrinsic motivation for student participation, and utilised a procedure that required responsive feedback by tutors and a problem‐solving approach rather than a constrained linear methodology. Results indicated gains in terms of writing rate, accuracy, and audience ratings of clarity of message and enjoyment of writing, for tutors and tutees. Issues of programme maintenance and generalisation within the school system are discussed in addition to the implications for inclusive educational practice.  相似文献   

4.
Peer tutoring in Higher Education is being used with increasing frequency to aid in student learning, motivation, and empowerment. Although an extensive body of research documents the efficacy of such programs, it exhibits a surprising lack of awareness of the social dynamics involved. This study focuses on peer tutors and students as they interact in higher education classrooms. Results indicate that this interaction does not always occur smoothly and that tutors often spend an inordinate amount of time engaged in impression management. Additionally, findings suggest that the tutor/student relationship can be rife with misunderstanding and power struggle.  相似文献   

5.
Providing learning support for students has been the most challenging issue for Universitas Terbuka (UT) in Indonesia since most students live in rural areas within which qualified tutors are hard to find. Attending face‐to‐face meetings within regular scheduled times is not feasible for most working students. Similarly, disseminating academic administration and information on time has also been very difficult to do since students are scattered throughout the country. These unresolved problems are believed to have resulted in low course completion. The recent development of ICT as well as its infrastructure in Indonesia has opened up a possibility for UT to provide its students with a fast, reliable and affordable two‐way communication channel. In accordance with this, UT piloted the use of ICT (specifically the Internet) to provide online tutorials to its students. It was expected that students taking advantage of the online tutorials would contribute to higher completion rates and achievement than those who did not. The project was carried out with the aid of a grant from the International Development and Research Centre, Ottawa, Canada. This paper reports the findings of that pilot project, which show that student participation in online tutorials does indeed improve course completion rates and achievement.  相似文献   

6.
How does one develop a writing‐tutoring course which will prepare students to tutor their college peers? What do students preparing as peer tutors in a college writing and learning centre need to know in order to tutor competently other students of multicultural, multiracial and multilinguistic backgrounds?  相似文献   

7.
《教育心理学家》2013,48(4):221-235
This article presents an inquiry-based model of mutual peer tutoring called ASK to THINK-TEL WHY®©. The model is described along with its purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring systems used to promote learning at the comprehension level, this model is designed to promote higher level complex learning, namely the construction of new knowledge. The model emphasizes reciprocal tutor-tutee roles, supportive communication, and (elaborated explanation and questioning skills. When in the tutoring role, students learn to use different kinds of questions to prompt their partners to make corresponding responses. Tutors also learn to sequence their questioning in a particular way. Thus, during this transactive process, partners scaffold each other's thinking and learning to progressively higher levels. Mechanisms involved in this form of peer-mediated learning are discussed along with results of research on the model's effectiveness.  相似文献   

8.
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   

9.
The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format, as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student concerns about the learning environment and was perceived as an effective reform by most students.  相似文献   

10.
Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops.  相似文献   

11.
The trend towards courses with low, widely scattered student populations in the Open University makes the provision of face-to-face tutorials difficult. Telephone tuition is being used as an alternative. One major drawback of this is the lack of a graphics facility for communicating writing and drawings.
To help overcome this the Open University has developed a graphics telewriting terminal called Cyclops which allows for the live transmission of writing and drawing by telephone.
This paper describes the Cyclops telewriting system and explains how it has been used in a two-year trial project, funded by British Telecom, for tutoring Open University students in the East Midlands region of England. Preliminary findings from the evaluation of the trials are discussed and suggestions for setting up similar distance-teaching systems are offered.
The two-year trial of Cyclops is proving that telewriting tutorials are both educationally effective and acceptable to a large number of students and tutors.  相似文献   

12.
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.  相似文献   

13.
In the Materials Department of Imperial College we have introduced a peer tutoring scheme for the first-year subject of crystallography. It is a subject which students find difficult since it involves new concepts, in particular the use of three-dimensional lattices and structures. Formally, the subject is taught through lectures, class work and general tutorial sessions. We have trained peer tutors over 2 days, to understand the need to draw out students so that they work through and think out for themselves some of the more confusing aspects of the subject. Within a very short period of time, the tutors had developed so that, rather than seeing their role as a surrogate teacher, they understood their role to be that of a facilitator. The fact that the peer tutors could use real scientific concepts in their role plays helped to provide a focus. It also ensured that the tutors realized that they really could use group process and discussion to solve even technical problems. The scheme, with its possible pitfalls and solutions, is discussed in the context of materials science. It is found that peer tutoring, which is often used in more discursive subjects, provides an excellent way to effect a more questioning approach to a very technical subject.  相似文献   

14.
In an exploratory study, peer tutoring in higher education is examined for students with visual impairment and students with learning disability (LD). Data were collected by means of interviews and focus groups. Findings indicate both academic and social benefits for tutees and tutors. Difficulties encountered are discussed, and differences between the two populations are raised. It is suggested that the visibility and complexity of the student's disability affected the tutoring encounter. Professional guidance is suggested as a means of reducing tutoring problems and increasing benefits.  相似文献   

15.
A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning.  相似文献   

16.
Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts.  相似文献   

17.
《师资教育杂志》2012,38(3):225-241
This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers.  相似文献   

18.
ABSTRACT

Tutorials/discussion classes1 are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant2 support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity.  相似文献   

19.
Law education at the University of Limburg (Maastricht, The Netherlands) features small-group tutorials alternating with periods of independent study. Every group of 10 students was tutored by a staff member or an undergraduate student from the third or fourth year. Students guided by a staff member scored significantly higher on a test designed to measure higher order cognitive skills than students guided by a student tutor. Student tutors were rated no differently from staff tutors with respect to the way they stimulated learning processes, directed the discussion content and monitored the discussion process. It seems that in a quantitative way, staff tutors and student tutors behave more or less the same. Qualitatively, however, there may be differences in their behavior which the tutor functioning questionnaire is unable to tap. Interventions of staff tutors may be more to the point than those of student tutors due to the fact that they are experts in their fields.  相似文献   

20.
Abstract

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning.  相似文献   

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