A Learner Support Model Based on Peer Tutor Selection
Journal of Computer Assisted Learning Volume 24, Number 1, ISSN 1365-2729 Publisher: Wiley
The introduction of elearning often leads to an increase in the time staff spends on tutoring. To alleviate the workload of staff tutors, we developed a model for organizing and supporting learner-related interactions in elearning systems. It makes use of the knowledge and experience of peers and builds on the assumption that (lifelong) learners, when instructed and assisted carefully, should be able to assist each other. The model operates at two levels. At level 1, prospective peer tutors are identified, based on a combination of workload and competency indicators. At level 2, the thus identified prospective peer tutors become the actual tutors; this is performed by empowering them with tools and guidelines for the task at hand. The article will situate the model in networks for lifelong learning. For one kind of interactions, answering content-related questions, we will review a set of existing approaches and emerging technologies and describe our model. Finally, we will describe and discuss the results of a simulation of a prototype of the model and discuss to what extent it matches our requirements.
van Rosmalen, P., Sloep, P., Kester, L., Brouns, F., de Croock, M., Pannekeet, K. & Koper, R. (2008). A Learner Support Model Based on Peer Tutor Selection. Journal of Computer Assisted Learning, 24(1), 74-86. Wiley.
Cited ByView References & Citations Map
Robert Hogan, School of Education, University of the South Pacific, Fiji
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1064–1072
Yoeri Goossens, Jenny Evans & Amanda Jefferies, University of Hertfordshire, United Kingdom
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 366–374
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