Reciprocal Peer Tutoring: re-examining the value of a co-operative learning technique to college students and instructors

Rittschof, Kent A.; Griffin, Bryan W.

doi:10.1080/01443410120065504

Cited by 12 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…How else will the project be piloted and evaluated?. The majority of PAL initiatives in the literature have been evaluated on the basis of subjective participant feedback from questionnaires only, however such participant feedback seems to be almost invariably positive from both tutors and tutees and may not reflect actual benefit to participants (Rittschof & Griffin 2001). Whilst it is reassuring to find that both groups of students typically enjoy and engage with PAL activities, it may not adequately reflect whether the project has addressed the proposed aims or how well tutors have performed as teachers.…”

Section: The Evaluation Of Palmentioning

confidence: 91%

“…Tutees receiving PAL as a supplement to their normal teaching have been shown to perform better in objective content assessments than non-PAL controls in some studies (Cohen et al 1982). One study of PAL in which a control group spent an equivalent time working individually found that tutees felt PAL was very helpful to their learning of course content even when no significant difference in content understanding or exam anxiety could be measured objectively (Rittschof & Griffin 2001).…”

Section: Questions Relating To Peer Assisted Learningmentioning

confidence: 98%

“…As with most educational interventions, PAL outcomes are often multi-factorial and difficult to measure, compounded by the fact that they are usually relatively smallscale interventions within the wider curriculum. Examples of PAL research in the literature include comparison of outcomes for staff and peer-tutored groups (Clement 1971;De Volder et al 1985;Moust & Schmidt 1994;Haist et al 1997;Steele et al 2000); comparison of outcomes of peer tutoring vs. selfreflection (Rittschof & Griffin 2001); student preferences for staff or peer tutors (Iwasiw & Goldenberg 1993); and whether participation as a tutor increases academic achievement or gains in teaching skills (Sobral 2002;Tierney et al 2006).…”

Section: The Evaluation Of Palmentioning

confidence: 98%

See 2 more Smart Citations

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

2007

View full text Add to dashboard Cite

Much has been written about the benefits and applications of Peer Assisted Learning (PAL) in the literature. Curriculum developers increasingly consider PAL as a vehicle to help undergraduate healthcare students learn to teach; an outcome which has received more attention in the UK since the General Medical Council stated in Tomorrow's Doctors that medical graduates must 'Be able to demonstrate appropriate teaching skills'. This guide is primarily designed to assist curriculum developers, course organisers and educational researchers develop and implement their own PAL initiatives. It is structured around a PAL planning framework consisting of 24 questions. The questions are grouped in threes, around eight themes. Each question is discussed with reference to the PAL literature and other related subjects, and is exemplified by responses from a recent PAL project developed at The University of Edinburgh. Working through the 24 questions, particularly with discussion in a small planning group, will enable readers to efficiently develop their ideas for PAL into comprehensive and practical project plans cognisant of current educational theory, existing PAL literature and the local context. The framework is particularly suitable for those who want to develop healthcare undergraduate PAL initiatives yet have little or no experience of PAL, as it provides an introduction to the relevant literature field and a step-by-step process for the design and implementation of such projects. It will also be of interest to those with experience of PAL and those seeking a structured framework for planning non-PAL curriculum developments in undergraduate healthcare curricula.

show abstract

Section: The Evaluation Of Palmentioning

confidence: 91%

Section: Questions Relating To Peer Assisted Learningmentioning

confidence: 98%

Section: The Evaluation Of Palmentioning

confidence: 98%

See 1 more Smart Citation

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

2007

View full text Add to dashboard Cite

show abstract

“…Children were given specific guidelines and materials (i.e., flash cards, worksheets) that allowed them to prompt, monitor, evaluate, reward group attainment, and encourage each other. RPT was then modified for college-level students, however, research revealed mixed findings (Rittschof and Griffin 2001).…”

mentioning

confidence: 99%

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Ensergueix

Lafont

2010

Eur J Psychol Educ

View full text Add to dashboard Cite

Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n=24) or a physical practice associated with spontaneous RPT condition (SRPT; n=24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT's effectiveness was thus supported.Résumé Les élèves ne profitent pas toujours pleinement des méthodes d'enseignement de tutorat entre pairs car ils ne sont pas suffisamment préparés à remplir le rôle de tuteur. Cette étude a examiné si la mise en oeuvre d'un programme de formation au tutorat d'un pair, en amont du commencement de séquences de tutorat réciproque entre pairs (RPT), contribuait à surmonter ce problème. Les différences liées au genre ont également été considérées. Dans un contexte d'éducation physique et sportive, 48 élèves novices de 3 e ont été assignés en dyades symétriques à une condition de pratique physique associée à un RPT formé (TRPT; n=24) ou Eur J Psychol Educ (2010) 25:222-242

show abstract

“…Thus, reciprocal tutoring is a type of peer tutoring that enables peer students to tutor other students (Delquadri et al 1986;Topping 1996;King 1998;King et al 1998;Rittschof and Griffin 2001). The scope of this paper is to design protocols and computer supports for reciprocal tutoring, such as sub-task partition, roles of agents, virtual agents, and computer scaffolding tools.…”

Section: From Learning Companion To Reciprocal Tutoring and Beyondmentioning

confidence: 98%

Reciprocal Tutoring: Design with Cognitive Load Sharing

Chou

Chan²

2015

Int J Artif Intell Educ

View full text Add to dashboard Cite

Reciprocal tutoring, as reported in BExploring the design of computer supports for reciprocal tutoring^(Chan and Chou 1997), has extended the meaning and scope of intelligent tutoring originally implemented in standalone computers. This research is a follow-up to our studies on a learning companion system in the late 1980s and its network version, Distributed West, in the early 1990s. In this commentary paper, we first provide the history of and rationale behind our research. We pose and discuss six design dimensions that comprise 12 design questions. This is done on the basis of our previous experience and current knowledge as well as by reexamining the design approach, cognitive load sharing, in the original paper. Our purpose is to shed light on the future design of reciprocal tutoring. One-to-one classrooms, in which students learn with their personal computing devices (Chan et al. 2006), are becoming prevalent in practice; therefore, we expect that reciprocal tutoring-learning-by-tutoring and learning-by-being-tutored-will also become widespread.

show abstract

Reciprocal Peer Tutoring: re-examining the value of a co-operative learning technique to college students and instructors

Cited by 12 publications

References 0 publications

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Reciprocal Tutoring: Design with Cognitive Load Sharing

Contact Info

Product

Resources

About