Tutor Training Procedures in Higher Education: Creating a Community of Lifelong Learners (original) (raw)
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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 peerconnected tutor training program.
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.
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Abstract An evaluation of a distributed learning environment (DLE) of a regional NSW university provided the context to examine the changing role of tutors in new learning environments. It examines how the tutors started to form a community of practice in the first year of operation. The distance from the main campus made communication difficult for the tutors, lecturers and students and the use of information and communication technologies (ICT), at times, added to the challenge.
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Recently, the severe disparity between the a¢ ademic abilities deinanded by higher education and the basic academic abiltties t.hat students aetually possess has come to be regarded as a major problern. This situation is increasing the need for learning support for students outslde of a formal classroom settifig. As a result, both in japan and abroad, the practiee of peer tutoring hEs been garnering considerable attentton. This study involved the establishment of a learning support organization, mainly managed by students themselves, called the "Meta Learning Lab." This space was to be deveted to peer tutoring activities geared towards meta-learning ("learning how to learn") by students, To that end, at the preparatory stage we iinplemented tutor training and designed the Iearning space, and then implemented the actual peer tutoring, The tutors were encouraged not to provide the answers to problems, but instead, by questiening the learners, seek to facilitate dis...
Rio Revista Internacional De Organizaciones, 2014
Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student's academic success and professional goals. It is also in line with the policies of the European Union for improving the integration of lifelong guidance into lifelong learning strategies. This article reviews the process of implementing tutorial action plans in Catalan universities, with particular emphasis on the Universitat Rovira i Virgili. The training and functions of tutors, the recognition of the tutoring task and the tools available to tutors at the URV are described.
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.
Galician Medical Journal
The purpose of this study was to demonstrate the desire and need for peer-to-peer tutoring programs at Division 1 Dell Medical School at the University of Texas. Materials and Methods. Two sets of surveys were created and sent to students at the Dell Medical School, University of Texas, USA. One survey asking about the need or desire to engage with a peer tutor was sent to first-year students, and another one asking about the desire to provide these services to underclassmen as a potential leadership course option was sent to third-year students. Results. For the first-year student survey, 52.9% of respondents disagreed or strongly disagreed of being aware of near-peer tutoring and 70.5% of respondents either agreed or strongly agreed that it would be an option utilized by students. For the third-year student survey, 75% of students either disagreed or felt neutral in being aware of near-peer tutoring as an option to serve underclassmen, whereas 65% of upperclassmen either agreed or...