Peer‐tutoring: what’s in it for the tutor?

Galbraith, Jonathan; Winterbottom, Mark

doi:10.1080/03055698.2010.506330

Cited by 60 publications

(52 citation statements)

References 25 publications

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“…For example, students who taught their peers reported greater intrinsic motivation and higher self-efficacy beliefs than those who studied for their own learning (Benware and Deci 1984;Miller et al 2010). Also, student tutors showed better class participation (behavioral engagement), spent more time on conceptual understanding of the subject matter (cognitive engagement), and reported higher interest in the content (emotional engagement) (Arco-Tirado et al 2011;Benware and Deci 1984;Galbraith and Winterbottom 2011). This tutor learning effect is often referred to as learning-by-teaching (Gartner et al 1971).…”

Section: Theoretical Foundationsmentioning

confidence: 95%

The effects of a virtual tutee system on academic reading engagement in a college classroom

Park

Kim

2015

Education Tech Research Dev

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Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the effectiveness of the VTS for enhancing students' academic reading motivation, engagement, and performance. Two groups of college students were compared: students who used the VTS and those who used an online reading guide (RG). Both quantitative and qualitative data were used to acquire a better understanding of reading motivation and engagement. The study found that students in the VTS group engaged in a deep level of cognitive processing when they completed the reading assignments. They also exhibited a higher reading performance than students in the RG group. These findings imply that teaching and interacting with a virtual tutee promotes students' deep engagement in reading activities. The paper discusses study limitations and suggestions for future research.

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Section: Theoretical Foundationsmentioning

confidence: 95%

The effects of a virtual tutee system on academic reading engagement in a college classroom

Park

Kim

2015

Education Tech Research Dev

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“…That is, through learning by teaching, individuals theoretically learn content more deeply by teaching it to others compared with learning the content just for oneself. However, the reasons for this positive effect on learning remain unclear (Fiorella & Mayer, 2013;Galbraith & Winterbottom, 2011;Peets et al, 2009;Rohrbeck, GinsburgBlock, Fantuzzo, & Miller, 2003;Roscoe & Chi, 2007), and some research has shown no positive effects (Renkl, 1995) or negative effects (Ehly, Keith, & Bratton, 1987) on learning. In their seminal article, Bargh and Schul (1980) proposed that the expectation of teaching content to others results in a change in the way individuals study that material compared with normal studying for oneself.…”

Section: Learning By Teachingmentioning

confidence: 99%

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Muis

Psaradellis

Chevrier

et al. 2016

Journal of Educational Psychology

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We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technologyrich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students' conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement were then compared across the 2 conditions. To measure task definitions of the mathematics problem, students developed concept maps of the problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of mathematics problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students' initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning.

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“…Four components of tutor's perceptions of tutoring have been investigated in the literature: their perceptions of their role as tutors and the purpose of tutoring (Colvin, 2007;Moore, 2009;Bailey, 2010;Galbraith and Winterbottom, 2011), characteristics of effective tutors (Jelfs et al, 2009;Xiao, 2012), characteristics of tutees (Bailey, 2010), and characteristics of effective tutoring (Wood et al, 1976;Topping, 1996;Lepper et al, 1997;Falchikov, 2001).…”

Section: Tutors' Perceptions Of Tutoringmentioning

confidence: 99%

Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students

Velasco

Stains

2015

Chem. Educ. Res. Pract.

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It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.

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Peer‐tutoring: what’s in it for the tutor?

Cited by 60 publications

References 25 publications

The effects of a virtual tutee system on academic reading engagement in a college classroom

The effects of a virtual tutee system on academic reading engagement in a college classroom

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students

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