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

Abstract

Peer 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.

From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

“…This methodology enhances the arguments and sub-arguments that guide the operation of a writing centre as a physical or an online space, and how it balances power, authority, and identity in the peer-tutor relationship. This methodological process adds to the evaluation the effectiveness of writing centres as they shift from physical (Clarence 2011, Nichols 2017, Munje et al 2018 to online spaces (Breuch andRacine 2000, Hoon 2009) in the wake of the #FeesMustFall protests.…”

“…As regards questioning, and indicated earlier, Munje et al (2018) interrogate the art of questioning and clarification as effective tools that aid traditional consultation. In terms of power, authority, and identity, the authors argue that questioning enables the student to own his/her writing, to improve it, and eventually to exhibit growth in writing (Munje et al 2018).…”

“…Central to this study are the following two questions: (i) How does an online writing centre deal with aspects of power, authority, and identity (Mitoumba-Tindy 2017, Munje et al 2018, Shabanza 2017, Thompson 2009), and (ii) How can the online space operate effectively under circumstances that do not exhibit the characteristics of a physical consultation? Breuch and Racine (2000) identify a few challenges that online centres face, the first being time management in an online tutoring session.…”

“…Although the downside to literature is the physical positioning of tutors alongside students, the online conundrum is solved by Weirick et al's (2017) findings on how to give asynchronous feedback through articulated use of comments. In addition, the lack of insights on the nature of student writers in an online space (Van Waes et al 2014) can be solved by the kinds of question that the tutor puts to the student (Munje et al 2018) using Weirick et al's (2017 approach to online feedback.…”

“…At the core of the consultations that take place in the writing centre space is the art of questioning and clarification as effective tools that aid traditional consultation. This position is, to a great extent, fortified by Munje, Nanima and Clarence (2018) who interrogate the role of questioning in writing centre tutorials. They question how tutors can create a space for student writers to "take ownership of their writing, reflect on the process of creating a piece of writing, and learn about themselves as writers in ways that enable further growth and learning" (Munje et al 2018: 338).…”