AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Enhancing Engagement and Promoting Peer-Assisted Learning through the Impleme...Blackboard APAC
The higher education classroom is rapidly expanding beyond the limitations posed by brick and mortar buildings into the wide world of cyberspace. Constant accessibility to online information has created unrealistic expectations for academics to respond on demand to student questions. Course related enquiries have significantly increased due to the emergence of e-Learning and mobile devices. Academics are under increasing pressure to juggle large teaching loads whist maintaining a productive research output. This has led to an increased uptake of peer-assisted learning activities whereby students teach each other. Many questions from students could be answered by their peers. It is widely recognised that students learn more efficiently from their peers because it encourages independent, inquiry-based learning. An anonymous asynchronous online discussion board was introduced into the Blackboard platform for second year Science undergraduates as the primary source of student-student and student-academic communication. The authors will present a case study highlighting user statistics, student survey data and what they have learned from the experience.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Enhancing Engagement and Promoting Peer-Assisted Learning through the Impleme...Blackboard APAC
The higher education classroom is rapidly expanding beyond the limitations posed by brick and mortar buildings into the wide world of cyberspace. Constant accessibility to online information has created unrealistic expectations for academics to respond on demand to student questions. Course related enquiries have significantly increased due to the emergence of e-Learning and mobile devices. Academics are under increasing pressure to juggle large teaching loads whist maintaining a productive research output. This has led to an increased uptake of peer-assisted learning activities whereby students teach each other. Many questions from students could be answered by their peers. It is widely recognised that students learn more efficiently from their peers because it encourages independent, inquiry-based learning. An anonymous asynchronous online discussion board was introduced into the Blackboard platform for second year Science undergraduates as the primary source of student-student and student-academic communication. The authors will present a case study highlighting user statistics, student survey data and what they have learned from the experience.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
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Presentation by Dr. Richard Sealana (University of San Francisco) at the California Council for Adult Education (CCAE) on May 2, 2015. Dr. Sealana discusses how traditional barriers to learning combined with contemporary factors create what he calls the "Convenience Factor."
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
6APCEI: The 6th Asia Pacific Conference on Educational Integrity
TITLE: The ‘assessment for learning’ pedagogical approach in The University of Auckland Academic Integrity online course
Author: Neda Zdravkovic, BA, DipLIS5, MLIS, RLIANZA
Learning Support Services Librarian, The University of Auckland Libraries & Learning Services, Auckland, New Zealand, email: n.zdravkovic@auckland.ac.nz
Conference theme: Academic Integrity and Assessment Design – Policy, practice & pedagogy
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Setting (Context)
Where: Old Dominion University
Why: Southern Association of Colleges and Schools Commission
on Colleges (SACSCOC) Requirement
How:
• Initial attempt: SmartThinking commercial service
• Current program: Internal online peer tutoring program
4. Introduction
• Academic preparedness (Fields, 2014)- 2/3 graduating seniors
underprepared in math and reading- entering college
• Remedial courses (Bettinger & Long, 2009; Shaw & Skomsvold,
2015)- required enrollment, count against GPA, don’t count toward
graduation, and must be completed before student can enroll in
college level courses
• Tutoring (Chi, 2006)- shown to be successful because students are
able to receive targeted instruction on specific topics rather than
having to complete mandatory courses.
5. Peer Tutors
• Generally, peer tutors must
have already completed the
courses with a B or higher in
the subject area for which
they provide services.
• Because peer tutors do not
already have a degree and
are not credentialed at the
same level as professional
tutors, they provide a cheaper
option
6. Statement of the Problem
• Increases in distance
education enrollments (Allen
et al., 2016)
• Access to Academic Support
Services (Burns et al., 2014)
• Online Tutoring Services
(Park & Kim, 2016)
• Peer tutor experiences (Wi,
Lin, & Yang, 2013)
7. Purpose of the Study
• Experiences of peer
tutors
• Types of interactions
• Instructional strategies
• Adjustments in strategies
8. Role Theory (Biddle, 2013)
• Different people assume roles in
particular settings.
• Peer tutors assume the role of a
teacher
• Take on the responsibility of
locating supplementary
materials and thinking of
different instructional strategies
• Role Theory- ability of the peer
tutor to predict the behavior of
their tutees to adjust own
behaviors to accommodate
tutee needs
9. Social Cognitive Theory (Bandura, 1977)
• Social modeling has an
influence on human motivation
• One of the key elements is
modeling- peer tutors model
different activities and lessons
to build competency mastery,
stronger self-confidence, and
increase self-motivation.
10. Research Questions
Central Question: How do peer tutors describe the lived
experience of using video conferencing technology to provide
synchronous online tutoring services?
Sub-Questions:
• How do peer tutors interact with their tutees in the
synchronous online tutoring environment?
• How do peer tutors determine if the tutee comprehends the
content?
• How do peer tutors change their instructional practices when it
is perceived that the tutee does not comprehend the content?
11. Research Methods
• Qualitative research- lived
experiences (Mariano,
1990)
• Central phenomenon
(Creswell, 2012)
• Case study approach
(Stake, 1995; Yin, 2003)
17. Participants
• 9 peer tutors (4 female and 5
male)
• participated in peer tutoring
training program based on
CRLA requirements
• 8 of 9 had at least 2 prior
semesters of online tutoring
experience
• Variety of subjects represented
• Only 6 of 9 peer tutors were
able to be observed
19. Research Sub-Question #1
How do peer tutors interact with their tutees in
the synchronous online tutoring environment?
• Finding 1.1: Asking
Questions
• Finding 1.2: Answering
tutee questions
• Finding 1.3: Describing
specific concepts
• Finding 1.4:
Communication issues
20. Research Sub-Question #2
How do peer tutors determine if the tutee
comprehends the content being
discussed?
• Finding 2.1: Probing
Questions
• Finding 2.2: Interpreting
Audio and Visual Cues
21. Research Sub-Question #3
How do peer tutors change their instructional practice
when it is perceived that the tutee does not comprehend
the content being discussed?
• Finding 3.1:
Supplementary Materials
• Finding 3.2: Scaffolding
23. Research Sub-Question #1
How do peer tutors interact with their tutees in
the synchronous online tutoring environment?
• Assertion 1: Synchronous
online peer tutors
communicate with tutees
verbally and visually.
• Assertion 2: Synchronous
online peer tutors interact
with their tutees by asking
questions, answering
questions, and describing
concepts.
24. Research Sub-Question #2
How do peer tutors determine if the tutee
comprehends the content being
discussed?
• Assertion 3: Synchronous
online peer tutors use
various probing questions to
assess tutee understanding.
• Assertion 4: Synchronous
online peer tutors rely on
verbal and visual cues to
assess tutee understanding.
25. Research Sub-Question #3
How do peer tutors change their instructional practices
when it is perceived that the tutee does not comprehend
the content being discussed?
• Assertion 5: Synchronous
online peer tutors use
scaffolding techniques to
improve tutee
comprehension.
• Assertion 6: Synchronous
online peer tutors use a
variety of supplemental
resources to improve tutee
comprehension.
26. Limitations
• Limitation 1: Scheduled
synchronous online peer
tutoring sessions that occur
• Limitation 2: The number of
peer tutors who provide
online peer tutoring services
• Limitation 3: The
willingness of tutees to
participate in the study
• Limitation 4: Issues with
WebEx recordings of
online peer tutoring
sessions
28. Recommendations for
Future Research
• Recommendation 1: Study
different approaches based
on subject area content
• Recommendation 2: Add
satisfaction survey data to
make mixed-methods study
• Recommendation 3: Action
research study where
changes are made to online
peer tutor training
29. Summary and Conclusion
• Conclusion 1: Perceptions
associated with peer tutor
training
• Conclusion 2: Increasing
technical support for peer
tutors and their tutees
• Conclusion 3: Improving
scheduling and preparation
for peer tutors
30. Citations
• Background: Photo by US Department of Education on flickr.com/creativecommons (left) Photo by Hello I'm Nik on Unsplash (right)
• Introduction: Photo by Kinga Cichewicz on Unsplash
• Peer Tutors: Photo by Mimi Thian on Unsplash
• Statement of the Problem: Photo by Štefan Štefančík on Unsplash
• Purpose of the Study: Photo by Andrew Neel on Unsplash
• Role Theory: Photo by US Department of Education on flickr.com/creativecommons
• Social Cognitive Theory: Photo by NEC Corporation of America on flickr.com/creativecommons
• Participants: Photo by Naassom Azevedo on Unsplash
• Data Collection: Photo by Clay Banks on Unsplash
• Data Analysis: Photo by rawpixel.com on Unsplash (left) Photo by William Iven on Unsplash (right)
• Research Sub-Question #1 Synthesis: Photo by rawpixel.com on Unsplash
• Research Sub-Question #2 Synthesis: Photo by Dayne Topkin on Unsplash (top) Photo by Kelly Sikkema on Unsplash (bottom)
• Research Sub-Question #3 Synthesis: Photo by Ross Findon on Unsplash
• Research Sub-Question #1 Assertation: Photo by Headway on Unsplash
• Research Sub-Question #2 Assertation: Photo by Jon Tyson on Unsplash
• Research Sub-Question #3 Assertation: Photo by Tobias Fischer on Unsplash
• Limitations: Photo by Matthew Hamilton on Unsplash
• Recommendations for Practice: Photo by Brooke Cagle on Unsplash
• Recommendations for Future Research: Photo by ALP STUDIO on Unsplash
• Summary and Conclusion: Photo by rawpixel.com on Unsplash
Editor's Notes
This project began between 2014 and 2015 while I was serving as the Director of Distance Education for Western Piedmont Community College (WPCC). We were preparing to go through the 10-year SACSCOC reaffirmation audit and had to show that we were providing the same academic support services for online students that we were providing for the traditional face-to-face students. At the time WPCC already had a very strong in-person peer tutoring program but did not have any options available for online tutoring.
We started the project by securing licenses for Go-to-Meeting to improve synchronous interactions in our online courses. From there, we started to research and explore other institutions who were trying to over synchronous online peer tutoring using their own internal resources.
That research led me to Old Dominion University (ODU). ODU started exploring synchronous online peer tutoring because of the same SACSCOC requirement that I just described. They started out using the SmartThinking third-party commercial service as part of a grant. The service worked for a little while but usage remained minimal and as the grant came to an end, ODU could not justify spending the amount of money on the software with the limited amount of use. So, that led them to explore the possibility of creating an internal online peer tutoring program. This study is based on that internal program.
To introduce the study, I will first talk about academic preparedness. Fields (2014) found that about two-thirds of all graduating seniors were underprepared in the areas of math and reading when it came to entering into college.
As a result, many colleges and universities started developing remedial courses for reading, writing, and math. However, the downfall with remedial courses is that students are often required to enroll in them, they count against the GPA, do not count toward graduation requirements, and they must be passed before students can enroll in college level courses. That led to students getting stuck in these remedial courses which was costing both the student and the institution extra money. Ultimately, students began dropping out of college as a result of these issues.
As a solution, colleges and universities began coming up with different ways to provide tutoring services. Tutoring services were among the most successful academic success strategies being implemented. This is because students are able to receive targeted instruction on specific topics rather than having to complete mandatory courses.
This leads us to the statement of the problem. Enrollments in distance education have continued to grow while face-to-face enrollments have declined. From 2013 to 2014, the number of students that took at least one distance education course increased to 3.9% while the number of students not taking distance education courses dropped during that same timespan (Allen et al., 2016)
While the convince of being able to learn anytime and anyplace has led to increased enrollments, online learners have also reported feelings of disconnect from vital student support services such as library resources and tutoring services (Burns et al., 2014). In order to address this issue, SACSCOC began to mandate that all higher education institutions under their purview who provide online courses and/or programs must provide the same student support services for distance education students that are available for on-campus students.
To address this mandate, many institutions have begun investigating different ways to offer tutoring services online (Park & Kim, 2016).
While research has shown that both asynchronous and synchronous peer tutoring have been shown to have a positive impact on student learning, Wu, Lin, and Yang (2013) found there is very little research that describes how online peer tutors and their tutees experience online tutoring environments.
That leads us to the purpose of this study. The purpose of this study was to explore the experiences of peer tutors, the types of interactions that occur between the peer tutor and the tutee, the instructional strategies used by the peer tutors and adjustments made those strategies based on student needs.
There are two frameworks that helped to shape the framework for this study. The first is Role Theory. Basically, Role Theory shows that different people assume roles in particular settings. In this study, the peer tutors assume the role of a teacher. As they assume that role, they begin taking on responsibilities of locating supplementary materials and thinking of different instructional strategies to use. Role Theory focuses on the ability of the initial role player or the peer tutor in this case to predict the behavior of other role players which are the tutees to adjust his or her own actions and behaviors to accommodate the needs of the tutees.
The second theory that was used to form the framework for this study is Social Cognitive Theory (Bandura, 1977). Bandura introduced the concept of social learning theory which began a paradigm shift from a behavioral focus to a cognitive focus. Basically, the theory says that social modeling has an influence on human motivation. According to Bandura, one of the key elements associated with social cognitive theory relevant to this study is modeling. This involves the use of modeling the use of lessons or activities to build competency mastery, stronger self confidence, and increase self motivation.
The peer tutors use those skills to help build confidence in their tutees. Together, Role Theory and Social Cognitive Theory formed the theoretical framework for this study.
A qualitative research approach was taken for this study to gather information about the lived experiences of the peer tutors as they interact with their tutees in the synchronous online peer tutoring environment.
Creswell (2012)- Central phenomenon- The perceptions of peer tutors who provide synchronous online peer tutoring services to students enrolled at the host institution.
This exploratory qualitative study used a case study approach to further investigate the perceptions of peer tutors as they used video conferencing technology to provide synchronous online peer tutoring services.
Semi-structured interviews were used because they allow the researcher to add additional probing questions into the interviews based on participant responses.
Recordings of the peer tutoring sessions were reviewed, transcribed, and analyzed to validate information provided by the peer tutors during the face-to-face interviews and to identify any additional concepts that might not have been witnessed during the initial interviews.
Journaling was used in the form of filed notes that were written down as I reviewed the transcript documents from both the in-person interviews and the video recordings (observations).
Two different cycles of coding were used. In Vivo coding was used during the first cycle and focused coding was used during the second cycle. In Vivo was used to pull out all the questions that were asked by all the questions that were asked by the peer tutors during the synchronous peer tutoring sessions. During the second cycle of coding, I began to group the quotes and questions pulled out during the first cycle of coding based on commonalities.
The physical space is the space designated within the tutoring center in the library at Old Dominion University. There is a larger classroom style space that off the back side of the library that used to provide in-person tutoring services. That space includes groups of desks, tables, movable whiteboards, desktop computers, and movable whiteboards. The designated online tutoring space is a closes in the back corner of that room that is very small and does not have any windows. It includes a document camera, digital tablet, desktop computer, and very small whiteboard. Some online tutors use that space while others choose to user their laptops to provide online peer tutoring services from the larger in-person peer tutoring room.
Old Dominion University already had access to Cisco’s WebEx so it is used to provide the virtual space for the peer tutoring sessions. A variety of tools are available through WebEx including audio and video sharing capability, whiteboard with marker tools, and app/screen share features. Old Dominion University requires all online peer tutoring sessions to be recorded and they are archived through the WebEx software.
