The effect of specialized content knowledge in reciprocal peer learning in a university content class
Datos Bibliográficos
| ID | 21783820 |
|---|---|
| Autores | Tom Madou (0000-0002-3715-3145, KU Leuven, autor de correspondencia), Fien Depaepe (0000-0001-5440-1318, Imec the Netherlands), Phillip Ward (0000-0002-7447-3594, The Ohio State University), Peter Iserbyt (0000-0003-3090-9007, KU Leuven) |
| Año | 2025 |
| Volumen | 30 |
| Número | 5 |
| Páginas | 497-507 |
| Fecha de publicación | 2025-09-03 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Physical Education and Sport Pedagogy (JOURNAL) |
| Identificadores de la revista | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2023.2256746 |
| OpenAlex | W4386768557 |
| Idioma | EN |
| Referencias citadas | 35 |
Background Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited.Purpose and research question This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test.Methods Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (n = 37) or CCK-only (n = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol.Findings During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, p < .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, p < .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% p < .05) and complete release (Mdn 81% vs. 35% p < .05).Conclusions Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention
Curriculum · Mathematics education · Pedagogy · Peer feedback · Peer tutor · Reciprocal teaching · TUTOR · Computer Science · Innovative Teaching Methods · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Artificial Intelligence
Instructional Models in Physical Education
Online learning in higher education
A national analysis of the content knowledge of Turkish physical education teacher education students
Skill Analysis for Teachers
The role of specialised content knowledge in teaching basic life support
Flipped learning in physical education
Relationships between university instructors’ and preservice teachers’ content knowledge
Flipped learning, pedagogy and digital technology
Content Knowledge for Teaching
| Altamente citado | No |
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