A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies

Berghmans, Inneke; Neckebroeck, Fanny; Dochy, Filip; Struyven, Katrien

doi:10.1007/s10212-012-0136-3

Cited by 23 publications

(11 citation statements)

References 38 publications

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“…In particular, it could be hypothesised that the different kinds of interactions generated by the peer tutor within the learning environment promoted different kinds of learning (King 1997(King , 1999Roscoe and Chi 2007). As a consequence, recently more studies have gradually started to disentangle the strategies and approaches to tutoring adopted by peer tutors (Berghmans et al 2012b;Capstick and Fleming 2004;De Smet et al 2008). This process-oriented research indicates that, in general, peer tutored learning environments have a rather particular dynamic, namely, that peer tutors mainly engage in directive knowledge-telling strategies instead of facilitative knowledge-building strategies that stimulate students to take up more responsibility within the learning process.…”

Section: Peer Assisted Learning Environments and Their Effectsmentioning

confidence: 98%

“…In the specific context of face-to-face peer tutoring, the presence of different 'types' of peer tutors was uncovered, with two of these possibly being related to the aforementioned distinction (Berghmans et al 2012b). Whereas 'informers' tended to be directive in their behaviour by giving cut-and-dried answers or elaborating themselves (i.e.…”

Section: Approaches To (Peer) Tutoringmentioning

confidence: 98%

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Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

Berghmans

Michiels

Dochy

et al. 2014

Learning Environ Res

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The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors' approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students.

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Section: Peer Assisted Learning Environments and Their Effectsmentioning

confidence: 98%

Section: Approaches To (Peer) Tutoringmentioning

confidence: 98%

Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

Berghmans

Michiels

Dochy

et al. 2014

Learning Environ Res

Self Cite

View full text Add to dashboard Cite

show abstract

“…Faculty were mostly concerned that mentors might be giving the answers directly to the mentees instead of promoting deep and independent learning (Cui et al, 2015). This is expected somewhat since the majority of mentors have no or minimal teaching experience which limits their capability to construct others' knowledge (Berghmans, Neckebroeck, Dochy, & Struyven, 2013).…”

Section: Liter Ature Re Vie Wmentioning

confidence: 99%

Nurturing female leadership skills through peer mentoring role: A study among undergraduate students in the United Arab Emirates

Baroudi

David

2020

Higher Education Quarterly

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Nurturing students' leadership is a crucial element in the twenty-first century due to its effects on their personal growth, well-being and self-awareness. Peer mentoring programmes promoted students' confidence levels and provided leadership development opportunities for them. The majority of peer mentoring studies often looked into the positive outcomes of mentoring on mentees rather than on mentors. Through semi-structured interviews, this study sought to explore the impact of peer mentoring role on female mentors' personal development and leadership practices in one university in the United Arab Emirates. Most participants viewed the mentoring role as the driving force behind their improved academic, personal development and career-related skills. The peer mentoring experience offered a great personal and psychosocial support to female mentors. Involvement in peer mentoring enhanced mentors' well-being and their attachment to their learning environment. Mentors' professionalism and sense of responsibility grew, and they gained experiences and skills that may help them in their future career. This study aimed to inspire female students to be future leaders who can positively contribute to their communities. It strengthened arguments for implementing peer mentoring programmes in universities. | 459 BAROUDI AnD DAVID

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“…Fantuzzo and colleagues (ibid, 1992) present a structured approach to peer tutoring. They label it as reciprocal peer tutoring (RPT) because they assign particular roles to participants in the tutoring context: tutor and tutee (Berghmans, Neckebroeck, Dochy, & Struyven, 2013). In the peer tutoring setting, tutors monitor the activities of the tutees.…”

Section: Reciprocal Peer Tutoringmentioning

confidence: 99%

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

Shahzad

Ali

Butt

2019

GSSR

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The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’ reflections about reciprocal peer tutoring. Implications are presented to educational psychologists, teacher educators, and educational policymakers with recommendations to model collaborative learning approaches; such as reciprocal peer tutoring.

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A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies

Cited by 23 publications

References 38 publications

Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

Nurturing female leadership skills through peer mentoring role: A study among undergraduate students in the United Arab Emirates

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

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