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Studying thought processes of online peer tutors through stimulated-recall interviews

Marijke De Smet (UGent), Hilde Van Keer (UGent), Bram De Wever (UGent) and Martin Valcke (UGent)
(2010) HIGHER EDUCATION. 59(5). p.645-661
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Abstract
The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors’ concerns explicit. A grounded theory approach was used to analyze the interview transcripts. A constant comparative analysis of the data resulted in six issues associated with peer tutors’ cognitive processing in relation to actual tutoring behavior: strategy use, reasons for intervention, experience with online discussions, evaluation of faculty support, satisfaction with tutortutee interaction, and evolution over time. Furthermore, the results point at tutor worries. A major dilemma concerns the persistent problem of deciding when, how exactly, and how frequently to intervene. A second tutor dilemma is associated with the multidimensional tutor role. Thirdly, peer tutors struggle with the fact they are not professionals so not expert in the learning materials.
Keywords
COGNITIONS, BELIEFS, Online facilitation, Peer tutoring, Qualitative research, Stimulated-recall, Tutor thinking, THINKING, TEACHERS, STUDENTS, HIGHER-EDUCATION, PERCEPTIONS

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Chicago
De Smet, Marijke, Hilde Van Keer, Bram De Wever, and Martin Valcke. 2010. “Studying Thought Processes of Online Peer Tutors Through Stimulated-recall Interviews.” Higher Education 59 (5): 645–661.
APA
De Smet, Marijke, Van Keer, H., De Wever, B., & Valcke, M. (2010). Studying thought processes of online peer tutors through stimulated-recall interviews. HIGHER EDUCATION, 59(5), 645–661.
Vancouver
1.
De Smet M, Van Keer H, De Wever B, Valcke M. Studying thought processes of online peer tutors through stimulated-recall interviews. HIGHER EDUCATION. 2010;59(5):645–61.
MLA
De Smet, Marijke, Hilde Van Keer, Bram De Wever, et al. “Studying Thought Processes of Online Peer Tutors Through Stimulated-recall Interviews.” HIGHER EDUCATION 59.5 (2010): 645–661. Print.
@article{1008192,
  abstract     = {The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors{\textquoteright} concerns explicit. A grounded theory approach was used to analyze the interview transcripts. A constant comparative analysis of the data resulted in six issues associated with peer tutors{\textquoteright} cognitive processing in relation to actual tutoring behavior: strategy use, reasons for intervention, experience with online discussions, evaluation of faculty support, satisfaction with tutortutee interaction, and evolution over time. Furthermore, the results point at tutor worries. A major dilemma concerns the persistent problem of deciding when, how exactly, and how frequently to intervene. A second tutor dilemma is associated with the multidimensional tutor role. Thirdly, peer tutors struggle with the fact they are not professionals so not expert in the learning materials.},
  author       = {De Smet, Marijke and Van Keer, Hilde and De Wever, Bram and Valcke, Martin},
  issn         = {0018-1560},
  journal      = {HIGHER EDUCATION},
  keyword      = {COGNITIONS,BELIEFS,Online facilitation,Peer tutoring,Qualitative research,Stimulated-recall,Tutor thinking,THINKING,TEACHERS,STUDENTS,HIGHER-EDUCATION,PERCEPTIONS},
  language     = {eng},
  number       = {5},
  pages        = {645--661},
  title        = {Studying thought processes of online peer tutors through stimulated-recall interviews},
  url          = {http://dx.doi.org/10.1007/s10734-009-9273-2},
  volume       = {59},
  year         = {2010},
}

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