Peer e-tutoring: Effects on students’ participation and interaction style in online courses.
Saved in:
| Title: | Peer e-tutoring: Effects on students’ participation and interaction style in online courses. |
|---|---|
| Authors: | Sansone, Nadia1 (AUTHOR) nadia.sansone@uniroma1.it, Ligorio, Maria Beatrice2 (AUTHOR), Buglass, Sarah L.3 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Feb2018, Vol. 55 Issue 1, p13-22. 10p. 2 Charts, 3 Graphs. |
| Subject Terms: | *Tutors & tutoring, *Peer teaching, *Mobile learning, *Collaborative learning, *College students, *Higher education |
| Abstract: | In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students’ interactions and on their perceptions about the role, is discussed. Eighteen university students (67% female, mean Age = 23 years) took part in online collaborative learning activities as part of a 15-week blended learning course. Twelve participants took turns in covering the role of e-Tutor. Findings were based on a mixed methods analysis of 7105 contributions posted online by the 18 students. An analysis of e-Tutor self-assessment forms was also considered. Results indicated that utilising peer-based e-Tutors promoted substantial active participation in online discussions. Moreover, students performing the role of e-Tutor adopted a supportive, collaborative and educational style, which was maintained even after their turn as e-Tutor had ended. [ABSTRACT FROM PUBLISHER] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students’ interactions and on their perceptions about the role, is discussed. Eighteen university students (67% female, mean Age = 23 years) took part in online collaborative learning activities as part of a 15-week blended learning course. Twelve participants took turns in covering the role of e-Tutor. Findings were based on a mixed methods analysis of 7105 contributions posted online by the 18 students. An analysis of e-Tutor self-assessment forms was also considered. Results indicated that utilising peer-based e-Tutors promoted substantial active participation in online discussions. Moreover, students performing the role of e-Tutor adopted a supportive, collaborative and educational style, which was maintained even after their turn as e-Tutor had ended. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2016.1190296 |
