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ERIC Number: EJ924203
Record Type: Journal
Publication Date: 2010-May
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0018-1560
Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews
De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin
Higher Education: The International Journal of Higher Education and Educational Planning, v59 n5 p645-661 May 2010
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A