Peer Tutoring In Higher Education Research Articles

Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico

This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.

The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education

ABSTRACTPeer 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.

Nudging study habits: A field experiment on peer tutoring in higher education

More than two of every five students who enroll in college fail to graduate within six years. Peer tutoring offers one approach to improve learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by seven percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. The intervention cost $3.32–$14.58 per additional tutoring hour, the lowest reported in the literature on peer tutoring experiments. We find little evidence of advertising-induced tutoring on learning outcomes.

Nudging Study Habits: A Field Experiment on Peer Tutoring in Higher Education

More than two of every five students who enrolled in college in 2007 failed to graduate by 2013. Peer tutoring services offer one approach toward improving learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by 7 percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. We find little evidence of advertising-induced tutoring on learning outcomes.

Learning Together: Peer Tutoring in Higher Education.

Clinical Assistant Professor Department of Athletic Training and Physical Therapy Boston University Boston, MA

Peer tutoring and social dynamics in higher education

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.

Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour

In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students ( N = 39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer tutor interventions were studied by means of a content analysis scheme based on the e-moderating model of Salmon [Salmon, G. (2000). A model for CMC in education and training. E-moderating. The key to teaching and learning online. London: Kogan Page]. The descriptive results reveal that the type of tutor activities varies over the consecutive discussion themes. No evidence was however found for a significant evolution from introductory and social talk to contributions eliciting cognitive processing and critical thinking along the themes. Tutors’ social support seems to be of continuous importance. Further, cluster analysis resulted in a classification of the tutors into three different subtypes or tutor styles (‘motivators’, ‘informers’ and ‘knowledge constructors’), which was interpreted as confirmation of Tutor-dependent online peer tutoring behaviour.

Patterns of peer tutoring in nursing.

Peer tutoring in higher education is an effective strategy for promoting academic gains. Within nursing, peer tutoring has been used in the clinical setting, but little information is available regarding its use across the nursing curriculum. A peer tutoring program was created at a regional Appalachian university to meet the needs of students with poor academic backgrounds and multiple risk factors for failure. As the program naturally evolved, students moved beyond the time-honored one-on-one model. Many tutoring patterns developed including dyad, small group, large group, skill based, assignment based, and question based. Qualitative evaluation data from the program revealed that each pattern required different tutor skills, involved varied tutor-tutoree relationships, focused on different outcomes, and had certain advantages and disadvantages. All tutoring patterns contributed to improved academic skills and performance.

Peer Tutoring for College Students with Disabilities

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.

Peer tutoring in higher education

ABSTRACT Peer tutoring between students involves more advanced learners helping less advanced learners with their studies. The present paper argues that a number of recent developments and initiatives within higher education offer much encouragement to the establishment of peer tutoring systems within colleges. One particular institution, Nottingham Polytechnic, has explored such activity over the past 5 years. The findings are reviewed and a critique is offered of this valuable initiative.