Seminar/old files/alice12122001.doc Learning Partnership: The experience of peer tutoring among...

seminar/old files/alice12122001.doc

Learning Partnership:Learning Partnership:The experience of peer tutoring among The experience of peer tutoring among nursing studentsnursing students

LOKE, Alice YuenLOKE, Alice Yuen

Chow Lai Wan, FilomenaChow Lai Wan, Filomena


Peer tutoringPeer tutoring

Peer tutoring refers to senior learners Peer tutoring refers to senior learners teaching learners who are studying at the teaching learners who are studying at the lower level, and can foster a deeper lower level, and can foster a deeper understanding of a subject matter.understanding of a subject matter.

– (Clarke & Feltham 1990)(Clarke & Feltham 1990)


Benefits of peer tutoring systemBenefits of peer tutoring system

Students who engage in interaction with Students who engage in interaction with their peers in learning, would be compelled their peers in learning, would be compelled to externalize their thoughts, and make their to externalize their thoughts, and make their queries related to topics and subjects queries related to topics and subjects explicit.explicit.


Peer tutors are better than teachers at Peer tutors are better than teachers at understanding their problems, are more understanding their problems, are more interested in their lives and personalities, interested in their lives and personalities, and are less authoritarian, yet more focus on and are less authoritarian, yet more focus on assessment.assessment.• (Moust & Schmidet 1994)(Moust & Schmidet 1994)


The situation of peer tutoring provides The situation of peer tutoring provides opportunities to students to discover their opportunities to students to discover their inadequacies, to correct misunderstandings, inadequacies, to correct misunderstandings, and encourage openness to others’ ideas. and encourage openness to others’ ideas.

The process of peer tutoring will foster deep The process of peer tutoring will foster deep approach to learning that may contribute to approach to learning that may contribute to higher academic achievement. higher academic achievement.


Peer tutoring scheme is popular in Peer tutoring scheme is popular in mathematics teaching, reading class, mathematics teaching, reading class, teaching of children with autism (Kamps et teaching of children with autism (Kamps et al 1994), primary schools (Greenwood 91, al 1994), primary schools (Greenwood 91, Kohler & Greenwood 1990), social work Kohler & Greenwood 1990), social work and medical education.and medical education.


Study aimStudy aim

Through the incorporation of a peer-tutoring Through the incorporation of a peer-tutoring scheme among nursing students:scheme among nursing students:

to facilitate ‘lateral & cooperative learning’to facilitate ‘lateral & cooperative learning’ to improve the depth of understanding in to improve the depth of understanding in

subject matters among students.subject matters among students. to develop interpersonal and life-long to develop interpersonal and life-long

learning skills learning skills


Subjects recruitmentSubjects recruitment

12 12 students from year III were recruited as students from year III were recruited as peer tutorspeer tutors

14 students from year II taking the subject 14 students from year II taking the subject ‘Maternity and Infant Care’ were invited to ‘Maternity and Infant Care’ were invited to join the scheme as peer tuteesjoin the scheme as peer tutees

Participation was voluntaryParticipation was voluntary


TrainingTraining

Before implementation of peer tutoring Before implementation of peer tutoring system, all student peer tutors received: system, all student peer tutors received:

Workshop on Peer TutoringWorkshop on Peer Tutoring

Manual for Student Peer Tutors Manual for Student Peer Tutors


Facilitating role of teachersFacilitating role of teachers

as a resource personas a resource person

monitor of peer tutoring activitiesmonitor of peer tutoring activities

provide subject materialsprovide subject materials

available to help when neededavailable to help when needed


Action research activitiesAction research activities

Weekly tutoring sessions through out the Weekly tutoring sessions through out the termterm

interim meetings between student tutors and interim meetings between student tutors and teachers teachers

individual interviews of peer tutors individual interviews of peer tutors


Action research:Action research:Weekly tutoring sessionsWeekly tutoring sessions

Students were required to record each tutorial Students were required to record each tutorial session:session:

including objectives of learning, including objectives of learning, expectations, discussed subject matters, expectations, discussed subject matters, questions raised, set learning objectives for questions raised, set learning objectives for next tutorial session. next tutorial session.


Action research:Action research:Interim evaluationInterim evaluation

In the format of a group discussion:In the format of a group discussion: clarification of the role and responsibilities of clarification of the role and responsibilities of

tutorstutors identify problems to be solvedidentify problems to be solved identify issues for improvementidentify issues for improvement evaluate one’s own learning focusing on evaluate one’s own learning focusing on

intellectual and personal development.intellectual and personal development. resolve any difficulties encounteredresolve any difficulties encountered


Issues identified - interim Issues identified - interim

Tutees do not prepare for sessionsTutees do not prepare for sessions time managementtime management passive in learningpassive in learning convenient time convenient time suitable venue suitable venue role clarificationrole clarification


Action research:Action research:interviewinterview

Individual interview s were conducted at Individual interview s were conducted at the end of the term to evaluate their the end of the term to evaluate their learning focusing on intellectual and learning focusing on intellectual and personal development personal development


Data collectedData collected

Group interviewsGroup interviews Individual interviewsIndividual interviews Students GPA (for comparison)Students GPA (for comparison) Reflective journals (mid-term and end of Reflective journals (mid-term and end of

term)term) Learning approach questionnaires (pre & Learning approach questionnaires (pre &

post)post)


ResultsResultsGroup and individual interview:Group and individual interview:

Difficulties encountered Difficulties encountered Issues identified - interimIssues identified - interim

Benefits (mainly among tutors)Benefits (mainly among tutors) 1. Intellectual gain1. Intellectual gain 2. Mutuality in learning 2. Mutuality in learning 3. Sharpening interpersonal skills3. Sharpening interpersonal skills 4. Social gain4. Social gain 5. Personal growth5. Personal growth


1. Intellectual gain

deepening knowledge deepening knowledge mmore systematic in search for informationore systematic in search for information acquiring skills in studying for tests and acquiring skills in studying for tests and

preparing for clinicalpreparing for clinical theory and practice integrationtheory and practice integration improve critical thinking abilityimprove critical thinking ability


““I have to revise the subject content well I have to revise the subject content well before tutoring, it is embarrassing if I before tutoring, it is embarrassing if I cannot answer their questions”cannot answer their questions”

““she (the tutee) does not know how to ask she (the tutee) does not know how to ask questions, so I have to read through the questions, so I have to read through the subject materials to set objectives for the subject materials to set objectives for the tutoring session”tutoring session”


I become more systematic in learning since I become more systematic in learning since I have to organize the materials before I have to organize the materials before hand, and to express myself clearly to help hand, and to express myself clearly to help them understand”them understand”

““sometimes textbook knowledge cannot sometimes textbook knowledge cannot answer all our questions, and I have to answer all our questions, and I have to reflect on my own experience, and I learn reflect on my own experience, and I learn to integrate theory and practice”to integrate theory and practice”


““In order to make it not too dull, I have to In order to make it not too dull, I have to use my own clinical experience to illustrate use my own clinical experience to illustrate the material that I want to clarify”the material that I want to clarify”


2. 2. Mutuality in learningMutuality in learning

Seeking answers and information togetherSeeking answers and information together

sharing of previous clinical experience, an sharing of previous clinical experience, an important sources for help for many tuteesimportant sources for help for many tutees

tutors gain more than tutees?tutors gain more than tutees?


““when we encountered some practical when we encountered some practical problems, and I don’t know the answers, we problems, and I don’t know the answers, we may seek answers to questions separately may seek answers to questions separately and share with the answers each others. and share with the answers each others.

““In trying to make the subject more In trying to make the subject more interesting, I seek answers from different interesting, I seek answers from different resources , such as web-site, peers, and resources , such as web-site, peers, and textbooks to find extra information”textbooks to find extra information”


‘‘The questions raised by the tutees stimulate The questions raised by the tutees stimulate me to look for answers, in the process of me to look for answers, in the process of trying to explain to them, I learned more trying to explain to them, I learned more about the subject through revision.’about the subject through revision.’

‘ ‘We both benefited from the experience. I We both benefited from the experience. I took the opportunity to do my revision’.took the opportunity to do my revision’.


3. Sharpening Interpersonal skills

Communication skillsCommunication skills

interpersonal conflict managementinterpersonal conflict management


‘‘I learned how to ask questions to stimulate I learned how to ask questions to stimulate thinking, and how to give explanation or thinking, and how to give explanation or answer questions systematically and clearly.’answer questions systematically and clearly.’

““I realized that I become a good listener, and I realized that I become a good listener, and could better understand their problems, since I could better understand their problems, since I have just went through the experiences”.have just went through the experiences”.


““I am more tactful in handling what I used I am more tactful in handling what I used to call ‘stupid’ questions”.to call ‘stupid’ questions”.

‘‘We even rearrange other engagement and We even rearrange other engagement and have tutorial on Saturday and Sunday. I have tutorial on Saturday and Sunday. I learn to be more organized’ learn to be more organized’


4. Social gain

eexpanding circle of friendsxpanding circle of friends

share their worries and concernsshare their worries and concerns

Establish mutual sense of trustEstablish mutual sense of trust


““It is not easy to know fellow schoolmates It is not easy to know fellow schoolmates from other class, this provide me with from other class, this provide me with opportunity to get to know others and it is opportunity to get to know others and it is nice to have a little sister”nice to have a little sister”

““peer tutoring activities allow me more peer tutoring activities allow me more opportunity to get together with classmates opportunity to get together with classmates from lower class”from lower class”


We start off with lots of conflicts, but near We start off with lots of conflicts, but near the end, we are like friends, and she even the end, we are like friends, and she even called me when she has encounter problems called me when she has encounter problems (personal as well as academic).(personal as well as academic).

We even talked about our concerns about We even talked about our concerns about future job opportunity or why we study in future job opportunity or why we study in degree nursing program.degree nursing program.


‘‘We are just like friends, and she shared We are just like friends, and she shared with me her unhappy events in clinical, and with me her unhappy events in clinical, and trusted me enough in not telling the trusted me enough in not telling the teachers, and this make me feel that we teachers, and this make me feel that we have developed a trusting and close have developed a trusting and close relationship.’relationship.’


5. Personal Growth

gaining cgaining confidenceonfidence reflective thinkingreflective thinking taking active parts in learning, independenttaking active parts in learning, independent sense of responsibility sense of responsibility sense of belongingsense of belonging flexible & accommodating, more understanding, ability flexible & accommodating, more understanding, ability

to listen with patienceto listen with patience maturation maturation


““I am more confident and now more ready to I am more confident and now more ready to ask questions in class”ask questions in class”

““Her questions have stimulate me to reflect Her questions have stimulate me to reflect on many questions that I do not ask before.’ on many questions that I do not ask before.’

‘ ‘I reflect on my own performance, and will I reflect on my own performance, and will try to prepare better for next time.’try to prepare better for next time.’


““learning become interesting and fun since learning become interesting and fun since they don't feel they don't feel they are not pressure for tests they are not pressure for tests while reviewing the subject matterwhile reviewing the subject matter”

‘‘I learnt that study is not just for passing I learnt that study is not just for passing exam but to gain knowledge’. exam but to gain knowledge’.


““I learn to communicate with people, and I learn to communicate with people, and to deal with problems with flexibility”to deal with problems with flexibility”

‘‘I feel the obligation and responsibility to I feel the obligation and responsibility to teach and learn. I feel teachers are serious teach and learn. I feel teachers are serious about our learning and that I am part of the about our learning and that I am part of the team.’team.’


‘‘I become more independent in learning, I I become more independent in learning, I will read before next class, and take will read before next class, and take responsibility of my own learning.’responsibility of my own learning.’

‘‘I am now more serious in learning, and I am now more serious in learning, and take the responsibility in my own learning take the responsibility in my own learning and take active part in it.’ and take active part in it.’


I learn to be more accommodating of I learn to be more accommodating of ‘immature’ behaviors. I tried to get her ‘immature’ behaviors. I tried to get her back to learning activities with skill.’back to learning activities with skill.’

‘‘I become more understanding of each I become more understanding of each others’ needs, and try be more flexible others’ needs, and try be more flexible about time arrangement’. about time arrangement’.


‘‘She was just like me when I was in that stage, as She was just like me when I was in that stage, as my own shadow, I will not blame her for being my own shadow, I will not blame her for being that way, and will guide her to take take that way, and will guide her to take take responsibilities in leaning, be more active, be responsibilities in leaning, be more active, be more series, and broaden own perspectives and more series, and broaden own perspectives and nursing knowledge.’nursing knowledge.’

‘‘I feel that I have to be her role model, and I feel that I have to be her role model, and

become more mature myself.’ become more mature myself.’


Discussion (1)Discussion (1)

The study shows that student tutors can make The study shows that student tutors can make cognitive gains in relation to the tutored subject, such cognitive gains in relation to the tutored subject, such as developing their understanding of and confidence in as developing their understanding of and confidence in the subject by applying their knowledge in practical the subject by applying their knowledge in practical contexts. contexts.

To teach something- in a tutorial setting, as opposed to To teach something- in a tutorial setting, as opposed to a didactic lecture setting, demands that one really a didactic lecture setting, demands that one really come to grips with it- in order to render it meaningful come to grips with it- in order to render it meaningful to the learner.to the learner.



Student tutoring also gives opportunity to Student tutoring also gives opportunity to develop many of the professional develop many of the professional ‘transferable’ skills increasingly in demand ‘transferable’ skills increasingly in demand by employers, such as communication, by employers, such as communication, interpersonal and organizational and interpersonal and organizational and organizational skills. organizational skills.



Peer tutors developed their communication Peer tutors developed their communication skills, problem solving technique, reflective skills, problem solving technique, reflective thinking and simultaneously serve the needs thinking and simultaneously serve the needs of their peers and also gain in their of their peers and also gain in their confidence to solve their own problems and confidence to solve their own problems and needs. needs.



The findings of the study shows that peer The findings of the study shows that peer tutoring provided a strong interactive tutoring provided a strong interactive communication and the developed a trusting communication and the developed a trusting and supportive relationship which is not and supportive relationship which is not only career enhancing but also an important only career enhancing but also an important source of student support.source of student support.



As peer tutors have no official assessment As peer tutors have no official assessment function, they are in better position to solicit function, they are in better position to solicit much higher disclosure of difficulties by tutees. much higher disclosure of difficulties by tutees.

Peer tutors are more likely to give advice in a Peer tutors are more likely to give advice in a concrete form, contextualized in a recent concrete form, contextualized in a recent example from their own experience, rather than example from their own experience, rather than in a more general or abstract form a university in a more general or abstract form a university educator might use to address the whole class.educator might use to address the whole class.


Conclusion (1)Conclusion (1)

From the interview data, it appears that the From the interview data, it appears that the aim of improving students’ communication aim of improving students’ communication skills was achieved. However, it is difficult skills was achieved. However, it is difficult to determine whether the tutoring to determine whether the tutoring experience was the only or even the main experience was the only or even the main cause of this improvement.cause of this improvement.



The potential for peer tutoring raising aspiration The potential for peer tutoring raising aspiration is perhaps ‘ best seen as an element of a more is perhaps ‘ best seen as an element of a more comprehensive program’. comprehensive program’.

It can be argued that peer tutoring merely serves It can be argued that peer tutoring merely serves to bring to the surface needs that traditional to bring to the surface needs that traditional teaching tends to overlook.teaching tends to overlook.

This is only one among many experiences aimed This is only one among many experiences aimed at helping students think positively about their at helping students think positively about their future. future.



The quality of tutoring from a peer tutor The quality of tutoring from a peer tutor may not be as good as that from a may not be as good as that from a professional teacher (although this should professional teacher (although this should not be assumed), the need for monitoring not be assumed), the need for monitoring and quality control cannot be overstated. and quality control cannot be overstated.



The value of student tutoring has to be seen in The value of student tutoring has to be seen in the wider context of the work of the teachers the wider context of the work of the teachers and the strategic approach that encourages an and the strategic approach that encourages an appetite for continuing learning.appetite for continuing learning.

Tutoring schemes that are simply bolted on to Tutoring schemes that are simply bolted on to existing practice rarely prove an effective tool existing practice rarely prove an effective tool for promoting learning and personal for promoting learning and personal development.development.



Positive aspect of peer tutoring system:Positive aspect of peer tutoring system: In the increasingly competitive world In the increasingly competitive world

environment it is imperative that higher environment it is imperative that higher education institution prepare well-equipped education institution prepare well-equipped graduates. Problem solving and an ability graduates. Problem solving and an ability to work effectively in a collaborative to work effectively in a collaborative context are skills which are expected of context are skills which are expected of graduates.graduates.



Peer tutoring is usually a relatively small Peer tutoring is usually a relatively small component of a wide range of teaching and component of a wide range of teaching and learning strategies deployed in higher learning strategies deployed in higher education, so the extent to which it is education, so the extent to which it is realistic to expect associated gains to be realistic to expect associated gains to be measurable, widespread, maintained and measurable, widespread, maintained and generalized is debatable.generalized is debatable.



The activity of tutoring provides students with The activity of tutoring provides students with opportunity for case analysis and deepens their opportunity for case analysis and deepens their knowledge, and reflect about matters of wider knowledge, and reflect about matters of wider concern.concern.

The tutoring relationship between students is The tutoring relationship between students is reciprocal in that students in both ends could reciprocal in that students in both ends could gain from the tutoring and learning experience. gain from the tutoring and learning experience.


Conclusions (8)Conclusions (8)

With peer tutoring scheme, students are With peer tutoring scheme, students are better prepared for life-long learning skills & better prepared for life-long learning skills & self-learning and development.self-learning and development.

University graduates are expected to be able University graduates are expected to be able to analyze and communication effectively to to analyze and communication effectively to solve real-world problemsolve real-world problem



Peer tutoring system could be implemented Peer tutoring system could be implemented to other education programs to facilitate to other education programs to facilitate deep learning, reflective thinking and deep learning, reflective thinking and higher academic and professional higher academic and professional achievements.achievements.


LimitationsLimitations

Self-selected sample: students who might be Self-selected sample: students who might be more active in learningmore active in learning

The amount of peer tutoring takes place heavily The amount of peer tutoring takes place heavily relies upon the personality of tutors, commitment relies upon the personality of tutors, commitment (Clarke & Feltham 1990), and their approach to (Clarke & Feltham 1990), and their approach to problem solving and knowledge influence the problem solving and knowledge influence the effectiveness of tutoring.effectiveness of tutoring.


Limitations (2)Limitations (2)

Results of these interviews may reflect nothing Results of these interviews may reflect nothing more than a 'Hawthorne Effect’:more than a 'Hawthorne Effect’:

Whenever a group of students is monitored Whenever a group of students is monitored throughout an experiment within the curriculum. throughout an experiment within the curriculum. Favorable attitudes may arise simply because of Favorable attitudes may arise simply because of the attention being paid to students as a the attention being paid to students as a consequence of starting any initiative.consequence of starting any initiative.

(Saunders 1992)(Saunders 1992)


Limitations (3)Limitations (3)

The initiative was confined to nursing The initiative was confined to nursing students, and more information is needed students, and more information is needed about the evaluation of peer tutoring about the evaluation of peer tutoring experience as gained by students taking experience as gained by students taking other courses or subjects.other courses or subjects.

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