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Title: Effects of enhancing tutors with two competences on tutees’ cognitive load and task performance
Authors: Hsiao, Amy
Brouns, Francis
Sloep, Peter
Keywords: peer tutoring
tutor training
tutor competences
content knowledge
tutoring skills
complex tasks
cognitive load
Issue Date: 5-Sep-2013
Abstract: This study investigated whether specific tutor competences can alleviate tutee cognitive load and can assist tutees to work effectively on a complex task. We carried out an experiment to compare two tutor competences: tutoring skills of task processing and pedagogical skills versus content knowledge on a particular topic. Four classes of pre-university students participated in this study. Tutors received training and had access to written instructions during tutoring. Prior knowledge and tutoring skills were measured. Tutees had to take a standpoint on a statement and provide three arguments. Tutors supported tutees during the task by using the respective written instructions. After the task, participants reported task cognitive load on the NASA-Task load Index, took a post-test, and filled in an evaluation questionnaire regarding the tutoring process. Results showed that tutees supported by tutoring skills tutors experienced a lower cognitive load and performed significantly better on the post-test than tutees supported by content knowledge tutors. Contrary, tutees supported with tutoring skills tutors were slightly less satisfied with the tutoring process than tutees supported with content knowledge tutors.
Description: Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2013, 31 August). Effects of enhancing tutors with two competences on tutees’ cognitive load and task performance. Presentation at EARLI 15th Biennial Conference, Munich, Germany.
Appears in Collections:2. LN: Presentations

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