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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6163
Title: Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks
Authors: Hsiao, Amy
Brouns, Francis
Van Bruggen, Jan
Sloep, Peter
Keywords: peer tutoring
tutor training
content knowledge
tutoring skills
complex tasks
peer feedback
Issue Date: 2015
Citation: Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2015). Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks. Educational Studies, 41(5), 499-512. doi:10.1080/03055698.2015.1062079
Abstract: This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created and assigned to one of two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content- knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring.
URI: http://hdl.handle.net/1820/6163
Appears in Collections:1. TELI Publications, books and conference papers

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