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Cross-age peer tutors in asynchronous discussion groups: studying the impact of tutors labelling their interventions.

Cross-age tutors were randomly assigned to one of the three tutor training conditions distinguished for the current study: (1) the labelling experimental condition, characterized by requirements to label their tutor interventions, based on the e-moderating model of Salmon; (2) the non-labelling expe...

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Published in:Journal of Computer Assisted Learning Vol. 24; no. 6; pp. 462 - 474
Main Authors: De Smet M, Van Keer H, Valcke M
Format: clinical trial research tables/charts Journal Article
Published: Wiley-Blackwell Dec2008
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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    pubinfo:
      dt: Dec2008
      vid: 24
      iid: 6
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        105344547
        105344547
        2010457738
        10.1111/j.1365-2729.2008.00284.x
        105344547
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        atl: Cross-age peer tutors in asynchronous discussion groups: studying the impact of tutors labelling their interventions.
      aug:
        au:
          De Smet M
          Van Keer H
          Valcke M
        affil: Ghent University, Department of Educational Studies, Henri Dunantlaan 2, 9000 Gent, Belgium. Email: Marijke.DeSmet@UGent.be
      sug:
        subj:
          Computer-Assisted Instruction
          Self Assessment
          Teachers Education
          Teachers Psychosocial Factors
          Teaching Methods Classification
          Clinical Trials
          Coding
          Colleges and Universities
          Confidence Intervals
          Descriptive Statistics
          Education, Baccalaureate
          Faculty-Student Relations
          Funding Source
          Interrater Reliability
          kappa Statistic
          Logistic Regression
          Odds Ratio
          Paired T-Tests
          Random Assignment
          Students, College
          Human
      ab: Cross-age tutors were randomly assigned to one of the three tutor training conditions distinguished for the current study: (1) the labelling experimental condition, characterized by requirements to label their tutor interventions, based on the e-moderating model of Salmon; (2) the non-labelling experimental condition, focusing on tutor's acting upon the role of an e-moderator without preliminary requirements with regard to labelling the phase of e-moderating in their messages; and (3) a control condition, typified by all-round information on online facilitation. The results indicated that tutors are not really capable in labelling their interventions accurately. Nevertheless, labelling did foster enhanced e-moderating activities. Compared to tutors in the control condition, tutors in the experimental conditions performed at a higher level, implying that they adopted more balanced tutor support. Labelling did not result in a differential impact on self-efficacy and perceived collective efficacy.
      pubtype: Academic Journal
      doctype:
        clinical trial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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