ERIC Number: EJ796446
Record Type: Journal
Publication Date: 2008-Jul
Reference Count: 0
Tutor Learning: The Role of Explaining and Responding to Questions
Roscoe, Rod D.; Chi, Michelene T. H.
Instructional Science: An International Journal of the Learning Sciences, v36 n4 p321-350 Jul 2008
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated "reflective knowledge-building" in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a "knowledge-telling bias" in which they primarily summarized the source materials with little elaboration. Tutors' reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors' responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.
Descriptors: Tutors, Peer Teaching, Inferences, Tutoring, Peer Relationship, Learning Processes, Student Development, Interpersonal Communication, Discourse Analysis
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A