CROSS-AGE PEER TUTORS AS IMPORTANT ACTORS OF UNIVERSITY ONLINE COURSES –INFORMATION LITERACY COURSE CASE STUDY

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

CROSS-AGE PEER TUTORS AS IMPORTANT ACTORS OF UNIVERSITY ONLINE COURSES –INFORMATION LITERACY COURSE CASE STUDY

Popis výsledku v původním jazyce

If we want to think about developing online education at universities, we are at the same time faced with the question of who should facilitate it. Caring for students in massive online courses and ideally formative feedback is timeconsuming, and currently, it is not in possibilities of scholars. However, other participants in the educational process can make a unique contribution to this role – cross-age peers. The question is how to prepare students for the role of peer tutors? What makes their position specific? How do they perceive their tutor's experience? What makes their assessment distinct? How do students evaluate peer tutors? In the case study of the Information literacy and academic writing online course at Masaryk University, we answer these questions by interviewing peer tutors, analysing the results of the course students in the form of a final seminar paper and course evaluation. Peer tutors typically perceive their position as challenging and responsible, tend to have problems with student-teacher-expert identities, as an essential aspect of tutoring they mention their learning. They evaluate the final work of a student differently depending on whether they assess the student they have to cooperate during the semester. Students award peer tutors (4.5 points out of 5), appreciate them and perceive them as tutors or mentors (22 cases) rather than classmates (2 cases). This case study is part of broader research of online education facilitation and competencies of educators. The aim was to point out the role of peers, question our view of a teacher as expert, and contribute for better understanding cross-age peer tutors in university online education.

Název v anglickém jazyce

CROSS-AGE PEER TUTORS AS IMPORTANT ACTORS OF UNIVERSITY ONLINE COURSES –INFORMATION LITERACY COURSE CASE STUDY

Popis výsledku anglicky

If we want to think about developing online education at universities, we are at the same time faced with the question of who should facilitate it. Caring for students in massive online courses and ideally formative feedback is timeconsuming, and currently, it is not in possibilities of scholars. However, other participants in the educational process can make a unique contribution to this role – cross-age peers. The question is how to prepare students for the role of peer tutors? What makes their position specific? How do they perceive their tutor's experience? What makes their assessment distinct? How do students evaluate peer tutors? In the case study of the Information literacy and academic writing online course at Masaryk University, we answer these questions by interviewing peer tutors, analysing the results of the course students in the form of a final seminar paper and course evaluation. Peer tutors typically perceive their position as challenging and responsible, tend to have problems with student-teacher-expert identities, as an essential aspect of tutoring they mention their learning. They evaluate the final work of a student differently depending on whether they assess the student they have to cooperate during the semester. Students award peer tutors (4.5 points out of 5), appreciate them and perceive them as tutors or mentors (22 cases) rather than classmates (2 cases). This case study is part of broader research of online education facilitation and competencies of educators. The aim was to point out the role of peers, question our view of a teacher as expert, and contribute for better understanding cross-age peer tutors in university online education.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

E-learning: Unlocking the Gate to Education around the Globe

ISBN

9788086302850

ISSN

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e-ISSN

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Počet stran výsledku

12

Strana od-do

247-258

Název nakladatele

Centre for Higher Education Studies

Místo vydání

Prague

Místo konání akce

Prague

Datum konání akce

20. 6. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000588063400024