Peer Tutoring: Reflective Knowledge Building and Beyond

Abstract

Peer tutoring schemes have long since been recognized as a valuable support system within tertiary education. While some research has focused on the metacognitive gains for peer tutors (Cho & Cho, 2011; Cho & McArthur, 2011; Nicol, Thomson & Breslin, 2011), little has been written about other benefits this type of interaction provides. This paper reports on preliminary research conducted at two Hong Kong universities where peer tutoring schemes are in place. Narrative enquiry into the peer tutors’ experience, and response to their roles showed affective and socio-emotional skills development, which were seen to be beneficial to the tutors as learners and as part of life-long and life-wide skills development. The paper will also explore how peer tutoring schemes not only sit within the literature of social constructivism (Jonassen, 1994) but also link to wider fields of study into workplace and soft skills development. REFERENCES: 1. Cho, Y.H., & Cho, K. (2011). Peer Reviewers Learn from Giving Comments. Instructional Science 39(5): 629-643 2. Cho, K., & McArthur, C.(2011). Learning by Reviewing. Journal of Educational Psychology 103(1): 73-84 3. Nicol, D., Thomson, A., & Breslin, C. (2011). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 2014 Vol. 39, No. 1, 102-122 DOI: 10.1080/02602938.2013.7955.18 4. Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational technology, 34(4), 34-37.