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ERIC Number: EJ816083
Record Type: Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0266-4909
Cross-Age Peer Tutors in Asynchronous Discussion Groups: Studying the Impact of Tutors Labelling Their Interventions
De Smet, M.; Van Keer, H.; Valcke, M.
Journal of Computer Assisted Learning, v24 n6 p462-473 Dec 2008
Cross-age tutors were randomly assigned to one of the three tutor training conditions distinguished for the current study: (1) the labelling experimental condition, characterized by requirements to label their tutor interventions, based on the e-moderating model of Salmon; (2) the non-labelling experimental condition, focusing on tutor's acting upon the role of an e-moderator without preliminary requirements with regard to labelling the phase of e-moderating in their messages; and (3) a control condition, typified by all-round information on online facilitation. The results indicated that tutors are not really capable in labelling their interventions accurately. Nevertheless, labelling did foster enhanced e-moderating activities. Compared to tutors in the control condition, tutors in the experimental conditions performed at a higher level, implying that they adopted more balanced tutor support. Labelling did not result in a differential impact on self-efficacy and perceived collective efficacy.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A