In this presentation, we discuss the concept of Active learning, peer tutoring, and social learning technologies in a distance learning context . By the end of this presentation. 1. Discuss the limitations/challenges of using Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context 2. Utilize a suitable Social Learning Technology to setup and enact an appropriate typology of Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context 3. Assess the effectiveness a SLT-enhanced peer tutoring typology in fostering active learning among preprimary teacher-trainees in a distance learning context 4. Generate pedagogical strategies for utilizing SLT-enhanced peer tutoring to foster active learning among preprimary teacher-trainees in a distance learning context

1. PGETC 715: Postgraduate Certificate in E-Tutoring
Topic:
Active Learning, Peer Tutoring, and Social Learning Technologies in a Distance Learning Context
David Kabugo (PhD)
College of Education and External Studies (CEES)
Makerere University

2. Presentation Outline
Objectives Method The Concept of Peer-
Tutoring
The Need for Peer-
Tutoring in HEIs
Pedagogical Strategies
and Emerging Techs for
Peer Tutoring
Learning Task(s)
Further Reading
Resources

3. Objectives:
By the end of this lesson,
you should be able to:
1. Discuss the limitations/challenges of using Peer Tutoring to
foster active learning among preprimary teacher-trainees in
a distance learning context
2. Utilize a suitable Social Learning Technology to setup
and enact an appropriate typology of Peer Tutoring to
foster active learning among preprimary teacher-trainees in
a distance learning context
3. Assess the effectiveness a SLT-enhanced peer tutoring
typology in fostering active learning among preprimary
teacher-trainees in a distance learning context
4. Generate pedagogical strategies for utilizing SLT-enhanced
peer tutoring to foster active learning among preprimary
teacher-trainees in a distance learning context

4. Active Learning

5. Tutoring Typologies
• Cross-year small-group tutoring (Upper
supports lower year)
• The Personalised System of Instruction (SPL in
which tutor acts as assessor)
• Supplemental Instruction (Additional support
for ”at-risk students)
• Same-year dyadic fixed-role tutoring (one
tutor switching between pairs of tutees in the
same year)
• Same-year dyadic reciprocal peer tutoring (2
tutors as above)
• Dyadic cross-year fixed-role peer tutoring

6. Statement of the PTE Challenge
• Preprimary Teacher Education (PTE) is becoming concerningly obsolete
• The training of preprimary teachers is often lecture-based with limited trainee/tutee
engagement.
• Peer tutoring can foster active trainee/tutee engagement, but it is usually difficult to
implement in a distance learning context
• Several preprimary (ECD) teacher training institutions are utilizing Center Coordinating
Tutors (CCTs), but these have their own contextual drawbacks
• Social Learning Technologies (SLTs) could afford trainees/tutees the benefits of face-to-
face interaction without the need to travel to specific places.
• However, the challenges and strategies for utilizing SLTs to foster active learning
engagement among preprimary teacher trainees in distance learning contexts in
Uganda have not fully been explored and grasped.

7. Social Learning
Technologies (SLTs)

8. Demonstration

9. Assignment
Task
• Utilize a suitable Social Learning Technology
to setup and enact an appropriate typology
of Peer Tutoring to foster active learning
among preprimary teacher-trainees in a
distance learning context. Invite your course
lecturer at kabugodavids@gmail.com as a
peer-tutor in your group.

10. Resources:
Bandura, A. (1969). Social-learning
theory of identificatory
processes. Handbook of socialization
theory and research, 213, 262.
Topping, K. J. (1996). The effectiveness
of peer tutoring in further and higher
education: A typology and review of
the literature. Higher education, 32(3),
321-345.