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Sansone, N., Ligorio, M.B. and Buglass, S.L. 
ORCID: 0000-0002-1079-8461,
2017.
Peer e-tutoring: effects on students' participation and interaction style in online courses.
Innovations in Education and Teaching International.
ISSN 1470-3297
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Abstract
In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students’ interactions and on their perceptions about the role, is discussed. Eighteen university students (67% female, mean Age = 23 years) took part in online collaborative learning activities as part of a 15-week blended learning course. Twelve participants took turns in covering the role of e-Tutor. Findings were based on a mixed methods analysis of 7105 contributions posted online by the 18 students. An analysis of e-Tutor self-assessment forms was also considered. Results indicated that utilising peer-based e-Tutors promoted substantial active participation in online discussions. Moreover, students performing the role of e-Tutor adopted a supportive, collaborative and educational style, which was maintained even after their turn as e-Tutor had ended.
| Item Type: | Journal article | ||||
|---|---|---|---|---|---|
| Publication Title: | Innovations in Education and Teaching International | ||||
| Creators: | Sansone, N., Ligorio, M.B. and Buglass, S.L. | ||||
| Publisher: | Taylor & Francis | ||||
| Date: | 2017 | ||||
| ISSN: | 1470-3297 | ||||
| Identifiers: |
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| Divisions: | Schools > School of Social Sciences | ||||
| Record created by: | Linda Sullivan | ||||
| Date Added: | 15 Jun 2016 15:47 | ||||
| Last Modified: | 01 Dec 2017 03:00 | ||||
| URI: | https://irep.ntu.ac.uk/id/eprint/27992 |
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