Utility of a Peer Teaching Mentor to Graduate Teaching Assistants

Joyce, Amanda W.; Hassenfeldt, Tyler A.

doi:10.1080/87567555.2019.1689906

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…However, a survey of studies over the past 4 years shows that the emphasis for training demonstrators is often placed principally on the cognitive and psychomotor domains (Table 1 ). For example, recent training approaches include content knowledge, facilitation skills and process skills, critical thinking and problem‐solving [ 9 ], effective communication, instructional practices (including use of external representations) [ 28 , 39 , 40 ], good preparedness [ 39 ], designing and grading assignments, time management [ 28 , 41 , 42 ], peer mentoring and reflection [ 43 , 44 ]. Some of these studies have considered incorporating some aspects of the affective domain in demonstrators’ training such as good engagement with students, empathetic, understanding the learning environment and group dynamics [ 28 , 39 ], encouraging participation through ‘wait time’ [ 45 ] team working and understanding students’ prior knowledge [ 9 , 40 ].…”

Section: First‐year Students’ Needs In the Labmentioning

confidence: 99%

Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Awais

Stollar

2021

FEBS Open Bio

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Demonstrators spend significant time with students on a weekly basis in instructional laboratories and are well poised to offer students meaningful learning. Most often, effective demonstrator training is neglected due to time and resource restraints and it is clear more attention is needed. We hypothesized that students’ learning experience in laboratories would improve if demonstrators were well trained particularly across three overlapping learning domains: subject‐specific knowledge (cognitive and psychomotor), problem solving (cognitive) and group management including personalized student learning strategies (affective). We assessed both students and demonstrators on the impact of this extensive demonstrator training in 1st‐ and 2nd‐year bioscience practical courses over two years. The results show that all students rated the demonstrators’ performance higher after the extensive training. Students from both years valued the provision of problem‐solving skills; however, 1st‐year students placed greater value on the demonstrator’s ability to address student inclusivity, whereas 2nd‐year students preferred the provision of strong subject knowledge. Interestingly, demonstrators’ own perception of their teaching ability was different from student feedback on their performance, which may be due to lack of reflective practice. We propose a multimodal training framework that includes inclusivity/approachability and reflection as an integral part of training. This study further suggests that demonstrator training needs to be tailored to the changing needs of students as they progress through the different levels of their degree. Our proposed framework is particularly relevant to the current pandemic which has affected young people’s mental health, confidence and openness to new experiences.

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Section: First‐year Students’ Needs In the Labmentioning

confidence: 99%

Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Awais

Stollar

2021

FEBS Open Bio

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“…Peer Tutoring, an integral part of cooperative learning, addresses these challenges effectively. This method involves students with a deeper understanding of a subject assisting their peers, fostering group collaboration (Bell & Lygo-Baker, 2019;Joyce & Hassenfeldt, 2020;Pechinthorn et al, 2020;Rusli et al, 2020;Wahdah et al, 2022). Compared to tutoring provided by instructors, peer tutoring proves more effective due to the close relationships among students, creating a supportive learning environment.…”

Section: Introductionmentioning

confidence: 99%

Peer Tutoring Activities Implementation in Arabic Language Development at Indonesian Islamic Universities

Noor Hidayah,

Mustika Ilmiani,

Samdouni

2024

jallt

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This study explores the utilization of peer tutoring activities to enhance Arabic language development in higher education, addressing challenges such as knowledge gaps and the lack of a conducive learning environment. Focusing on the Arabic Language Education Study Program at FTIK IAIN Palangka Raya, the research investigates the involvement of third and fifth-semester students in peer tutoring activities organized by HMPS PBA. Employing a qualitative approach, data collection involves interviews, observations, and documentation, with four Arabic tutors and lecturers serving as subjects and informants, respectively. Through analysis stages including data collection, reduction, presentation, and conclusion, the study examines the efficacy of peer tutoring in Arabic language learning. Findings reveal that tutors engage in preparatory steps, observation, and implementation to facilitate Arabic language development effectively. Students exhibit increased participation and enthusiasm, bolstering their confidence in learning Arabic. The research underscores the potential of peer tutoring to enhance Arabic language education in higher education settings, particularly within the Arabic Language Education Study Program at IAIN Palangka Raya.

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“…Dari penelusuran peneliti terhadap beberapa kajian terdahulu, peneliti menemukan bahwa metode peer teaching terbukti memberikan dampak positif dalam hasil prestasi peserta didik. Dari beberapa hasil penelitian melaporkan bahwa metode tutor sebaya (peer teaching) di antara peserta didik memiliki peran yang kuat dalam proses pembelajaran dan terbukti memberikan hasil positif terhadap prestasi akademik peserta didik (Asikainen, Blomster, Cornér, & Pietikäinen, 2020;Joyce & Hassenfeldt, 2020;Rusli, Degeng, Setyosari, & Sulton, 2020). Tutor sebaya (peer teaching) memberikan kebebasan terhadap peserta didik untuk berinteraksi tanpa dibarengi dengan rasa canggung atau gugup (Paugh, 2020;Sytsma, Panahon, & Houlihan, 2019), meskipun mereka memiliki keterbatasan kemapuan bahasa (Washington-Nortey et al, 2020).…”

Section: Introductionunclassified

Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

Wahdah

Mubarak²,

Hamidah³

et al. 2022

j. arabic learning

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The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings. First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.

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Utility of a Peer Teaching Mentor to Graduate Teaching Assistants

Cited by 8 publications

References 17 publications

Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching laboratories

Peer Tutoring Activities Implementation in Arabic Language Development at Indonesian Islamic Universities

Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

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