Can Tutors Monitor Students' Understanding Accurately?

Michelene, T. H.; Siler, Stephanie A.; Jeong, Heisawn

doi:10.1207/s1532690xci2203_4

Cited by 149 publications

(152 citation statements)

References 21 publications

(39 reference statements)

Supporting

Mentioning

142

Contrasting

Unclassified

Order By: Relevance

“…Schneider and Plasman (2011) suggested that understanding students' prior conceptions is the first step for developing science teachers' learning progression of PCK, but several studies indicated teachers are insensitive to students' prior conceptions as a critical constructivist component of knowledge about learners (Lin, 2016b;Lin & Chiu, 2010;Chi, Siler, & Jeong, 2004;Liang, Chou, & Chiu, 2011). Research on one-to-one tutoring has found that tutors predicted students' conceptions based on their own personal learning experiences, overestimated the accuracy of students' conceptions, and had difficulty monitoring their students' conceptions (Chi et al, 2004;Herppich, Wittwer, Nückles, & Renkl, 2013). There is also a lack of larger sample size studies to explore the pattern of teachers' predictions of students' conceptions.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and data collection technique were involved to purposeful collect samples totalling of 76 experienced teachers, 85 preservice teachers, and 438 students. Confidence assessment was used to assist in identifying alternative conceptions. Results indicated the experienced teachers possessed more acceptable CK with higher confidence than the preservice teachers. However, both groups' predictions of students' conceptions about electric circuits were not significantly different in two-thirds of the test items, and their learning experiences were the main source used to predict students' preconceptions. This study suggests establishing science teacher qualification to enhance preservice teachers' CK, and helping both preservice and inservice teachers become aware of their students' preconceptions were needed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…The student may conclude that AutoTutor is unresponsive to the extent that this occurs. It should be noted that human tutors also fail to meaningfully respond to student contributions that are not on their content radar (Chi et al, 2004;Graesser et al, 1995). 4.…”

Section: Errors In Interpreting the Content Of Student Turnsmentioning

confidence: 99%

Computer-based assessment of student-constructed responses

Magliano

Graesser

2012

Behav Res

View full text Add to dashboard Cite

Student-constructed responses, such as essays, short-answer questions, and think-aloud protocols, provide a valuable opportunity to gauge student learning outcomes and comprehension strategies. However, given the challenges of grading student-constructed responses, instructors may be hesitant to use them. There have been major advances in the application of natural language processing of student-constructed responses. This literature review focuses on two dimensions that need to be considered when developing new systems. The first is type of response provided by the student-namely, meaning-making responses (e.g., think-aloud protocols, tutorial dialogue) and products of comprehension (e.g., essays, open-ended questions). The second corresponds to considerations of the type of natural language processing systems used and how they are applied to analyze the student responses. We argue that the appropriateness of the assessment protocols is, in part, constrained by the type of response and researchers should use hybrid systems that rely on multiple, convergent natural language algorithms.

show abstract

“…Within the broad area of research on peer tutoring little empirical evidence is found in view of gaining insight into tutors" cognitive activity when facilitating younger peers" collaborative learning. Although it has been shown that during the actual task of supporting, facilitators learn as they reason (Zohar, Degani, & Vaaknin, 2001), generate instructional explanations, and monitor their own understanding (Chi, Siler, & Jeong, 2004;Topping, 1996;Topping, 2005), the actual thought process of peer tutors" during this practice is rarely studied. In their exploratory study, Solomon and Crowe (2001) aimed at presenting an overview of the perceptions and concerns of student tutors in a carefully organized face-toface and problem-based learning program.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…From the tutor"s learning perspective, requirements for recalling their thoughts may encourage tutors to reflect on their current practice and advance exploration of new perspectives and tutoring strategies (Bennett & Marsh, 2002;Udvari-Solner, 1996). Accordingly, these reflections may offer research-based evidence of the learning of the tutor as suggested in earlier research on peer tutoring (Chi et al, 2004;Topping, 1996;Topping, 2005).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Studying thought processes of online peer tutors through stimulated-recall interviews

et al. 2009

View full text Add to dashboard Cite

The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors' concerns explicit. A grounded theory approach was used to analyze the interview transcripts. A constant comparative analysis of the data resulted in six issues associated with peer tutors' cognitive processing in relation to actual tutoring behavior: strategy use, reasons for intervention, experience with online discussions, evaluation of faculty support, satisfaction with tutor-tutee interaction, and evolution over time.Furthermore, the results point at tutor worries. A major dilemma concerns the persistent problem of deciding when, how exactly, and how frequently to intervene. A second tutor dilemma is associated with the multidimensional tutor role. Thirdly, peer tutors struggle with the fact they are not professionals so not expert in the learning materials.2 Introduction An extensive body of peer tutoring studies documents the impact of introducing peer tutoring programs within a face-to-face context (see e.g., Carroll, 1996;Duran & Monereo, 2005;Topping, 1996;Webb, 1992). However, apart from the recent work of McLuckie and Topping (2004) and De Smet, Van Keer, and Valcke (2008), research into online peer tutoring is relatively scarce. Moreover, in the limited number of studies available, the thought processes underlying the tutor"s online facilitation approaches in the actual management of younger peers" learning processes is rarely addressed. The present study aims to fill this research gap by focusing on the thoughts and reflections of older students during their online peer tutoring support of freshmen. This purpose may assist in controlling the commitment and responsibility on the older peers in the tutoring experience. As it is not common to analyze thought processes by means of a survey or building on questionnaires, qualitative interpretative research is chosen. In line with the work of Bennett and Marsh (2002) on training programs for online tutors, fourth-year university students, who participated in the present study as cross-age tutors, are engaged in stimulated-recall to reflect on their online tutor role. Additionally, this technique is most useful for generating research-based understanding of peer tutors" thoughts on their field experiences. Moreover, the information obtained from the interviews can identify elements valuable for the design of future tutor training programs.

show abstract

Can Tutors Monitor Students' Understanding Accurately?

Cited by 149 publications

References 21 publications

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Computer-based assessment of student-constructed responses

Studying thought processes of online peer tutors through stimulated-recall interviews

Contact Info

Product

Resources

About