Understanding Tutor Learning

Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions

Dados Bibliográficos

ID23328386
AutoresRod D Roscoe (0000-0001-8327-4012, University of Pittsburgh), Michelene T H Chi (University of Pittsburgh), T H Michelene (University of Pittsburgh)
Ano2007
Volume77
Fascículo4
Páginas534-574
Data de publicação2007-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoReview of Educational Research (JOURNAL)
Identificadores do periódicoISSN: 0034-6543 • E-ISSN: 1935-1046
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0034654307309920
OpenAlexW2105507325
IdiomaEN
Citações recebidas74
Referências citadas99

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.

Comprehension · Mathematics education · Peer learning · Peer tutor · TUTOR · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Student Assessment and Feedback