ERIC Number: EJ816083
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 52
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.
Descriptors: Self Efficacy, Discussion Groups, Tutor Training, Tutors, Instructional Effectiveness, Peer Relationship, Cross Age Teaching, Peer Teaching, Tutoring, Research Methodology, Computer Uses in Education, Computer Mediated Communication, Educational Technology, Computer Assisted Instruction, Electronic Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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