Peer e-tutoring: effects on students' participation and interaction style in online courses

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:
NumberType
10.1080/14703297.2016.1190296DOI
Divisions: Schools > School of Social Sciences
Depositing User: Linda Sullivan
Date Added: 15 Jun 2016 15:47
Last Modified: 01 Dec 2017 03:00
URI: http://irep.ntu.ac.uk/id/eprint/27992

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