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Student-Led Tutorials Interactions and Learning in Electromagnetism

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Title: Student-Led Tutorials Interactions and Learning in Electromagnetism
Language: English
Authors: Cornelis J. C. Vertegaal (ORCID 0000-0001-8071-7922), Cecilia Martinez (ORCID 0000-0002-6519-2010), Ramiro Serra (ORCID 0000-0003-3028-0309), Prem Sundaramoorthy (ORCID 0000-0002-9209-5806), Mark J. Bentum (ORCID 0000-0002-1852-5214)
Source: IEEE Transactions on Education. 2025 68(2):234-247.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Physics, Science Curriculum, Science Instruction, Peer Teaching, Cooperative Learning, Tutorial Programs, Feedback (Response), Discussion Groups, Active Learning, Academic Achievement, Problem Solving, Thinking Skills, Concept Formation, Scientific Concepts, Engineering Education, Teaching Assistants, Tutor Training, Teaching Methods, Instructional Effectiveness
DOI: 10.1109/TE.2025.3549317
ISSN: 0018-9359
1557-9638
Abstract: Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback. Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning. Research Question: How students' interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions? Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions. Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students' presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors' understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468286
Database: ERIC
FullText Text:
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  Data: Student-Led Tutorials Interactions and Learning in Electromagnetism
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  Data: <searchLink fieldCode="AR" term="%22Cornelis+J%2E+C%2E+Vertegaal%22">Cornelis J. C. Vertegaal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8071-7922">0000-0001-8071-7922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cecilia+Martinez%22">Cecilia Martinez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6519-2010">0000-0002-6519-2010</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ramiro+Serra%22">Ramiro Serra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3028-0309">0000-0003-3028-0309</externalLink>)<br /><searchLink fieldCode="AR" term="%22Prem+Sundaramoorthy%22">Prem Sundaramoorthy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9209-5806">0000-0002-9209-5806</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+J%2E+Bentum%22">Mark J. Bentum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1852-5214">0000-0002-1852-5214</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. 2025 68(2):234-247.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+Groups%22">Discussion Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Tutor+Training%22">Tutor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1109/TE.2025.3549317
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  Data: 0018-9359<br />1557-9638
– Name: Abstract
  Label: Abstract
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  Data: Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback. Background: The introduction of SLTs in an advanced electromagnetics bachelor course has improved the passing rates from 40% to 60%. SLTs, as one type of peer learning and tutoring, correlate with active learning and student achievement. However, there is not much knowledge about the different kinds of student interactions and its respective impact on learning. Research Question: How students' interactions contribute to students understanding of content and problem-solving skills in electromagnetism and what influences the quality of such interactions? Design/Method: The study inductively analyzed different sources of data that included classroom observations, student surveys, focus groups, and interviews to identify SLTs interactions. Findings: SLTs contributed to student understanding of concepts, practicing general engineering problem-solving skills, and keeping pace with the course activities. The quality of students' presentations, the type of questions that tutors posed, the tension between revising all problems in broader terms and discussing concepts in-depth, the difficulty of content knowledge and tutors' understanding of the problems; influenced the quality of SLT interactions. This research finds that, while in general SLT promotes learning, teaching students how to actively participate and training teaching assistants how to organize classroom interactions, can further contribute to in-depth conceptual discussions of the subject matter.
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        Value: 10.1109/TE.2025.3549317
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