Exploring the Effects of Peer Tutoring in Distance Education. REDEAL Research Report #3. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.

Autor/in	Coldeway, Dan O.
Institution	Athabasca Univ., Edmonton (Alberta).
Titel	Exploring the Effects of Peer Tutoring in Distance Education. REDEAL Research Report #3. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.
Quelle	(1980), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Education; Distance Education; Foreign Countries; Higher Education; Motivation; Peer Teaching; Teacher Attitudes; Tutoring; Tutors; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; psychologische; Motivation (psychologisch); Peer group teaching; Peer Group Teaching; Lehrerverhalten; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Kanada
Abstract	A preliminary investigation was conducted into the possible use of peer tutoring in the distance education environment at Athabasca University. In a pilot study a single peer tutor was assigned tutoring duties in English 210 (Introduction to Literary Forms and Techniques) for a six-month period. Ten new students starting classes in October were randomly assigned to the tutor. The performance levels were not found to be significantly different between the peer tutor learners and other learners. Nor did the performance of the peer tutor differ significantly from that of other tutors. Of considerable interest were the negative reactions of staff to even an investigation of peer tutoring. Staff feared replacement of regular tutoring by peer tutoring would be viewed as nonprofessional and discredit the university. Some tutors felt the university was unappreciative of their contributions. Two concerns with peer tutoring in distance education were its connection in the literature with the Personalized System of Instruction and lack of evidence that tutoring is effective. Questions regarding the importance and role of tutoring in distance education seemed to supercede the need to investigate alternative methods for providing tutoring services. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC