Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments
Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills le...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Berghmans, Inneke [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media Dordrecht 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Learning environments research - Springer Netherlands, 1998, 17(2014), 3 vom: Okt., Seite 437-459 |
|---|---|
| Übergeordnetes Werk: |
volume:17 ; year:2014 ; number:3 ; month:10 ; pages:437-459 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10984-014-9168-8 |
|---|
| Katalog-ID: |
OLC2070658848 |
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| 520 | |a Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. | ||
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10.1007/s10984-014-9168-8 doi (DE-627)OLC2070658848 (DE-He213)s10984-014-9168-8-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Berghmans, Inneke verfasserin aut Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments 2014 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media Dordrecht 2014 Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. Approach to tutoring Learning environment Learning gains Peer tutoring Students’ appraisal Students’ experiences Michiels, Lotte aut Salmon, Sara aut Dochy, Filip aut Struyven, Katrien aut Enthalten in Learning environments research Springer Netherlands, 1998 17(2014), 3 vom: Okt., Seite 437-459 (DE-627)320496880 (DE-600)2011718-8 (DE-576)9320496889 1387-1579 nnns volume:17 year:2014 number:3 month:10 pages:437-459 https://doi.org/10.1007/s10984-014-9168-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_4112 AR 17 2014 3 10 437-459 |
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10.1007/s10984-014-9168-8 |
| dewey-full |
370 |
| title_sort |
directive versus facilitative peer tutoring? a view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments |
| title_auth |
Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments |
| abstract |
Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. © Springer Science+Business Media Dordrecht 2014 |
| abstractGer |
Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. © Springer Science+Business Media Dordrecht 2014 |
| abstract_unstemmed |
Abstract The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. © Springer Science+Business Media Dordrecht 2014 |
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| title_short |
Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments |
| url |
https://doi.org/10.1007/s10984-014-9168-8 |
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| author2 |
Michiels, Lotte Salmon, Sara Dochy, Filip Struyven, Katrien |
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Michiels, Lotte Salmon, Sara Dochy, Filip Struyven, Katrien |
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2024-07-04T01:56:31.961Z |
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