Literaturnachweis - Detailanzeige
Autor/inn/en | De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin |
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Titel | Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews |
Quelle | In: Higher Education: The International Journal of Higher Education and Educational Planning, 59 (2010) 5, S.645-661 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-1560 |
DOI | 10.1007/s10734-009-9273-2 |
Schlagwörter | Grounded Theory; Discussion Groups; Tutors; Comparative Analysis; Cognitive Processes; Peer Teaching; Tutoring; Computer Mediated Communication; Recall (Psychology); Interviews; Student Attitudes; Teacher Student Relationship |
Abstract | The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors' concerns explicit. A grounded theory approach was used to analyze the interview transcripts. A constant comparative analysis of the data resulted in six issues associated with peer tutors' cognitive processing in relation to actual tutoring behavior: strategy use, reasons for intervention, experience with online discussions, evaluation of faculty support, satisfaction with tutor-tutee interaction, and evolution over time. Furthermore, the results point at tutor worries. A major dilemma concerns the persistent problem of deciding when, how exactly, and how frequently to intervene. A second tutor dilemma is associated with the multidimensional tutor role. Thirdly, peer tutors struggle with the fact they are not professionals so not expert in the learning materials. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |