Multimedia and the learner's experience of narrative
Computers & Education
Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Behaviour & Information Technology - Computer Support for Learning Communities
International Journal of Business Intelligence and Data Mining
The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
How does students' motivation relate to peer-moderated online interactions?
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Programmed instruction and interteaching applications to teaching JavaTM: A systematic replication
Computers in Human Behavior
Journal of Computer Assisted Learning
Computers in Human Behavior
Superposter behavior in MOOC forums
Proceedings of the first ACM conference on Learning @ scale conference
Hi-index | 0.00 |
In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer tutor interventions were studied by means of a content analysis scheme based on the e-moderating model of Salmon [Salmon, G. (2000). A model for CMC in education and training. E-moderating. The key to teaching and learning online. London: Kogan Page]. The descriptive results reveal that the type of tutor activities varies over the consecutive discussion themes. No evidence was however found for a significant evolution from introductory and social talk to contributions eliciting cognitive processing and critical thinking along the themes. Tutors' social support seems to be of continuous importance. Further, cluster analysis resulted in a classification of the tutors into three different subtypes or tutor styles ('motivators', 'informers' and 'knowledge constructors'), which was interpreted as confirmation of Tutor-dependent online peer tutoring behaviour.