Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions

Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’... Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors’ actual behaviors may help to account for variation in learning outcomes and how typical tutoring behaviors may create or undermine opportunities for learning. The authors examine two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning. These activities are hypothesized to support peer tutors’ learning via reflective knowledge-building, which includes self-monitoring of comprehension, integration of new and prior knowledge, and elaboration and construction of knowledge. The review supports these hypotheses but also finds that peer tutors tend to exhibit a pervasive knowledge-telling bias. Peer tutors, even when trained, focus more on delivering knowledge rather than developing it. As a result, the true potential for tutor learning may rarely be achieved. The review concludes by offering recommendations for how future research can utilize tutoring process data to understand how tutors learn and perhaps develop new training methods. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Educational Research SAGE

Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions

Loading next page...
 
/lp/sage/understanding-tutor-learning-knowledge-building-and-knowledge-telling-08jVcJjDDj

References (134)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0034-6543
eISSN
1935-1046
DOI
10.3102/0034654307309920
Publisher site
See Article on Publisher Site

Abstract

Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors’ actual behaviors may help to account for variation in learning outcomes and how typical tutoring behaviors may create or undermine opportunities for learning. The authors examine two tutoring activities that are commonly hypothesized to support tutor learning: explaining and questioning. These activities are hypothesized to support peer tutors’ learning via reflective knowledge-building, which includes self-monitoring of comprehension, integration of new and prior knowledge, and elaboration and construction of knowledge. The review supports these hypotheses but also finds that peer tutors tend to exhibit a pervasive knowledge-telling bias. Peer tutors, even when trained, focus more on delivering knowledge rather than developing it. As a result, the true potential for tutor learning may rarely be achieved. The review concludes by offering recommendations for how future research can utilize tutoring process data to understand how tutors learn and perhaps develop new training methods.

Journal

Review of Educational ResearchSAGE

Published: Dec 1, 2007

There are no references for this article.