Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An exploratory study of online peer tutoring behaviour

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Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An exploratory study of online peer tutoring behaviour

Marijke De Smet
Hilde Van Keer
Martin Valcke

Abstract

In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N = 39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer tutor interventions were studied by means of a content analysis scheme based on the e-moderating model of Salmon [Salmon, G. (2000). A model for CMC in education and training. E-moderating. The key to teaching and learning online. London: Kogan Page]. The descriptive results reveal that the type of tutor activities varies over the consecutive discussion themes. No evidence was however found for a significant evolution from introductory and social talk to contributions eliciting cognitive processing and critical thinking along the themes. Tutors’ social support seems to be of continuous importance. Further, cluster analysis resulted in a classification of the tutors into three different subtypes or tutor styles (‘motivators’, ‘informers’ and ‘knowledge constructors’), which was interpreted as confirmation of tutor dependent online peer tutoring behaviour.

Keywords

Computer-supported collaborative learning, CSCL, Higher education, Peer tutoring

Annotation

● Setting was Ghent University in Belgium as part of a 5-credit freshman course “Instructional Sciences”
● 39 4th year student tutors were involved in the study, working in 18 pairs and 1 group of 3.
● All tutors moderated discussion boards for 12 weeks, and participated in a tutor training programme.
● Focus groups with the fourth year students were organized regularly.
● Content analysis was used to analyse the complete dataset of 114 transcripts.
● The unit of meaning in a message was chosen as the unit of analysis.
● Results: Most common type of contact that occurs is information exchange.
● Peer tutoring is a dynamic process in which task specificity plays a role
● Building a feeling of community is crucial for success

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About the Study

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