Enhancing the quality of tutorials through peer-connected tutor training, Issues in Educational Research, 22 (3), 2012. (original) (raw)
Related papers
Enhancing the quality of tutorials through peer-connected tutor training
The Institutes for Educational Research, 2012
"This paper investigates how a peer-connected tutor training program can lead to quality enhancement by helping tutors to develop more effective teaching strategies and promoting better learning approaches among business students. It uses 2007-2010 evaluation data from 343 program participants from accounting, economics, finance and management and marketing departments. The analysis focuses on identifying what participants considered useful, not useful and what would be a good addition to the program. Patterns and themes were observed and analysed using NVivo. Results show that one of the most valuable aspects of the program was the opportunity to learn from peers–––a group that includes experienced tutors and fellow new tutors. The study would benefit tutors in universities by considering a proposed model for a peer-connected tutor training program."
Preparing tutors to hit the ground running: Lessons from new tutors' experiences.
The Institutes for Educational Research, 2013
Tutor development is an essential part of academic staff development, yet is comparatively under-researched. This article examines what tutors value as most and least important in a program. Using data from more than 300 participants in three years, and using the dimensions or worth, merit and success as an analytical framework, the article illustrates some of the perceptions of new tutors of a training program in a business and economics faculty. Results indicate that tutors find the opportunity to interact with fellow new tutors and learn from more experienced tutors most valuable and the feedback following teaching observation most helpful. The article by rethinking such training programs and offers suggestions on how to capitalise on the peer connections that exist in tutor development programs which may be of interest to staff responsible for academic development policy and practice decisions.
Tutor Training Procedures in Higher Education: Creating a Community of Lifelong Learners
In an effort to showcase the value of helping a professional educational setting to transform to a learning organization, a solid instructional initiative must be developed. Tutors’ knowledge and skill base is strengthened through systematic and purposeful training procedures that are designed to enhance tutorial methodology and foster social interaction. The benefits of fostering ongoing peer-interaction among tutorial personnel significantly benefit the stakeholders of an academic assistance program in higher education. The development of learning communities through the incorporation of collaborative as well as self-paced strategies that are appropriate for the traditional face-to-face and the online setting foster a culture of learning agility in an academic support program in an institution of higher education.
Promoting student learning through peer tutoring - a case study
Ecu Publications Pre 2011, 2002
The literature abounds with information about peer tutoring and the benefits that it can bring to student learning. This case study sought to explore ways of using peer tutoring to enhance the learning experience of a group of higher education students in a multimedia course, who had access to learning resources in an on-line environment. It illustrates how easily and effectively the basic principles of peer tutoring can be adapted and implemented following explicit guidelines from the literature.
Journal of Further and Higher Education, 2017
This article delivers an evaluation of a pedagogical intervention implemented within a firstyear undergraduate university module. The intervention, termed the student-led tutorial, is based on the concept of the tutorless tutorial and presents a platform for student learning which was designed to increase active learning prior to their participation in more traditional and tutor-led modes of university teaching. To evaluate the efficacy of this method, a mixedmethods approach to the data collection was undertaken. The sample for the study was drawn from students enrolled on a Sport Development degree programme at a university in the North West of England. The first component of this methodological approach entailed the repeat completion of a questionnaire by 62 first year undergraduate students on two separate occasions. The questionnaire was administered in two phases: a baseline wave at the beginning of a core module, and a secondary wave 16 weeks later. In addition to this, a focus group consisting of five students was conducted within two weeks of the second round of questionnaires to gain a more in-depth understanding of students' experiences and perceptions of the SLT model. The findings demonstrate that SLTs hold the potential to facilitate active learning and aid comprehension and understanding. Students particularly the social aspect of the SLTs which enables extended peer-to-peer interaction. The data suggests that students develop a sense of responsibility for and ownership of their learning, yet for the SLT mechanism to be effective, all members of the group must buy-in to the concept. Where commitment and contributions to the group process are uneven and inequitable, resentment and discord within an SLT may be fomented.
Exploring tutors' conceptions of excellent tutoring
Teaching and Learning in (Higher) Education for …, 2007
With high numbers of new casual tutors in the Faculty of Economics and Business each semester, a program that addresses tutors' preparation for teaching is essential. The tutor development program described here is underpinned by a 'communities of practice' model , where tutors engage in activities in order to share and develop their experiences of teaching. This paper discusses one such activity that was used in the early stages of the program to support the development of a shared repertoire about excellent tutoring. Tutors individually identified the characteristics of excellent tutoring and these were then grouped and discussed. The categories of comments addressed many of the recognised principles of excellent teaching, with student-centred aspects at the fore. The exploratory exercise highlights the importance of informal knowledge, and the role of reflective exercises in bringing forth that knowledge.
A case study of peer tutoring program in higher education
The purpose of this article was to present a plan for a peer tutoring program that was successfully implemented for university students at National Formosa University in Taiwan during academic years 2007 to 2009. There were 12 tutors providing peer tutoring service, through a Teaching Excellence Project, at the dormitory learning resources center (LRC). For the past 3 years, the project has proven to be a true success; tutors now not only work closely with tutees, but they also assist the LRC instructor during training and activity integrated instruction sessions. Peer tutoring with skilled and experienced instructors is one way to promote extracurricular education services for university students. It is also a method for improving educational effectiveness whereby tutors work together to implement strategies through a systematic process. The results clearly demonstrate that the reciprocal peer tutoring program has been successful in regard to tutors and tutees' achievements, motivation and attitudes. Future plans include the LRC providing campus electronic equipment and resource assistance service in reference areas.
Impact of Peer Tutoring on Learning of Students
The study attempts to investigate the concept of peer tutoring and its impact on learning. Peer tutoring can be applied among the students of the same age group or students from different age groups. The students learn from each other in an organized way through the process. It is a well-organized and beneficial learning experience in which one-student acts as the tutor or teacher and the other one serves as the tutee or learner. Peer tutoring creates an opportunity for the students to utilize their knowledge and experience in a meaningful way. In this process the tutors reinforce their own learning through reviewing and reformulating their knowledge. On the other hand, the learner or tutee gets one on one attention. Peer tutoring enables both tutor and tutee to gain self-confidence, the tutor by observing self-competence in his or her capability to help someone and the tutee by gaining positive reinforcement from the peers. Therefore, peer tutoring has a very positive impact on the process of learning.
Tutorial system in higher education
Universities in South Africa and elsewhere have seen a significant increase in student enrolment resulting in large class sizes. Consequently, the potentially detrimental effects of large classes on student learning have become a permanent feature that needs constant monitoring. An increase in student enrolment without a proportionate increase in teaching staff and resources arguably compromises the quality of teaching and learning. The tutorial system is a teaching strategy employed to minimise the negative consequences of large classes, but in the post-apartheid era, concerns have been expressed about its effectiveness. The context of this article is a compulsory Bachelor of Education (BEd) module, The History of Education at a higher education institution (HEI). In 2013, 820 students had to be accommodated in a tutorial system of 27 groups taught by 12 tutors. If the same formula is to be used, the projection for 2014 is 1 100 students divided amongst 44 tutorial groups of 25 students each. The article is concerned with the pedagogical value of the tutorial system viewed from the students' perspective and, therefore, focuses on the experiences of students as participants in a tutorial system as a supplementary and consolidating teaching strategy. The data were extracted from quantitative sections of the student course evaluation forms (N = 60) and a qualitative questionnaire (N = 50) administered to a random sample of students. Excel spread sheet and content analysis were employed to analyse the data sets. Using as a conceptual framework Shulman's pedagogical content knowledge (PCK) and Wenger's concept 'community of practice' (COP) the findings revealed arbitrary, contradictory and unequal participatory learning outcomes. Given the diminishing 'fit for purpose' between learning objectives and outcomes, recommendations are made to make tutorials more meaningful and productive in the immediate future.