Year: 2004
Type: article
Abstract: Previous research has demonstrated that students can learn by tutoring other students.Tutors are thought to learn because they generate instructional explanations and monitor their own understanding while teaching.We analyzed verbal data from tutorial sessions to explore how the tutees influence this process.We found that tutors were primarily responsible for introducing topics, but the tutees stimulated more thorough discussions of topics.We also found that tutee questions influenced tutor explanations and metacognition.Tutor responses to "deep" questions were more likely to contain inferences and self-monitoring than responses to "shallow" questions.In sum, tutees had a significant and positive influence on the tutors' learning activities and opportunities.
Authors: Rod D. Roscoe, Michelene T.H.
Institution: University of Pittsburgh
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2583773806