What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session

Monolingual practices that dominate university spaces can contribute to othering, resulting in the marginalisation and exclusion of students who are less competent in the dominant discourse. These limitations must be addressed to create a more inclusive learning space that accommodates all students regardless of their social, economic, educational, and linguistic backgrounds. This paper explores how peer tutors in writing centre leverage their South African indigenous language repertoire to help students access disciplinary content knowledge and improve their academic writing practices. This paper discusses the findings from two focus group discussions with peer tutors at the Wits School of Education Writing Centre (WSoE WC). We explore how peer tutors' integration of multilingualism during writing consultations can inform a new writing centre pedagogy. We also leveraged the principles of wayfinding to navigate and orient peer tutors within a complex university space, which challenges the university's stated educational transformation with a concrete proposition. Data analysis shows how peer tutors and students collaboratively explore and map out academic writing using familiar languages to navigate the rigid structure of academic writing in a manner that respects and incorporates students' linguistic backgrounds. Through wayfinding, peer tutors disrupt monolingual practices and by doing so, increase student participation and chances of success in higher education. Writing centres, as wayfinding spaces, are instrumental in championing the adoption of multilingual pedagogies, thus disrupting dominant monolingual practices in higher education.

Scholarship on peer tutoring often fails to acknowledge a key group impacted by tutoring—the tutors themselves. This research study sought to understand the peer writing tutor experience within the framework of high-impact practices (HIP) for learning. Drawing upon the experiences of peer tutor alumni employed at the UVU Writing Center over a twenty-year period, survey, focus-group, and university data showed how peer tutoring in a writing center aligns with all eight HIP characteristics and connects with relational, structured, and experiential learning. Findings indicated that peer tutoring experiences in the UVU Writing Center were highly formative for tutors as undergraduate students and continued to be impactful educationally, professionally, and personally.

The writing center and second language writers

I think we are getting to a place in the proliferation of technologies in our writing centers where, not unlike that forty-four minute mark in a very intense writing consulting session, there is a need for reflection, for sitting back and looking around and determining what is working and why and what we should buy into and why. What does technology mean to you? Is it simply a transparent tool, something that you rely on for convenience, to use when needed and think about only when you want to cuss it out? The broad range of current technologies for writing centers--from PCs, to assistive software, to PDA downloads of FAQs on grammar, to ReadPlease [1], to a threaded discussion board for tutors, to virtual peer tutoring [2]--promises an equally wide range of fixes, problems, and unforeseen costs. I beg you not to be overwhelmed; my hope is to provide a problem-posing approach as you wend your way through a tangle of cables and spreadsheets.

Academic Literacy Support During The Covid-19 Pandemic: Peer Tutors’ Resilience at the Wits School of Education Writing Centre

Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.

Learning with and from peers.

This study investigates the writing challenges faced by Indonesian EFL students and examines the effectiveness of peer tutoring in enhancing their writing skills. Through a mixed-methods approach, data were collected via open- and closed-ended survey responses and writing assessments’ scores to 40 students as tutees, and semi-structured interviews with 4 peer tutors. The findings indicate that students struggle primarily with vocabulary, grammar, sentence structure, and translation. These difficulties are interconnected, as limited vocabulary and grammatical knowledge hinder their ability to construct clear and coherent sentences. The results show that most students found peer tutoring beneficial, as it provided a supportive learning environment, personalized guidance, and reduced the pressure of traditional teacher-student interactions. However, some students reported minimal or no improvement, which could be attributed to factors such as lack of engagement or scheduling conflicts. These findings are analyzed through the lens of Vygotsky’s Sociocultural Theory, particularly the concepts of the Zone of Proximal Development and scaffolding. The study highlights how peer tutoring facilitates learning by providing social interaction with more knowledgeable peers, enabling students to progress beyond their current level of competence. These insights suggest that educational institutions should integrate structured peer tutoring programs into EFL writing courses and provide teachers with the necessary training and resources to offer appropriate scaffolding tailored to students’ individual challenges. Future research should explore targeted interventions for students with lower engagement and investigate strategies to enhance the effectiveness of peer tutoring in EFL writing instruction. Abstrak Bahasa Indonesia Studi ini menyelidiki tantangan menulis yang dihadapi oleh mahasiswa EFL Indonesia dan mengkaji efektivitas tutoring teman sebaya dalam meningkatkan keterampilan menulis mereka. Melalui pendekatan mixed-methods, data dikumpulkan melalui survei dengan pertanyaan terbuka dan tertutup serta nilai-nilai penilaian writing dari 40 siswa sebagai tutee, serta wawancara semi-terstruktur dengan 4 tutor sebaya. Temuan-temuan menunjukkan bahwa siswa mengalami kesulitan, khususnya dengan kosakata, tata bahasa, struktur kalimat, dan terjemahan. Kesulitan-kesulitan tersebut saling terkait, karena kosakata dan pengetahuan tata bahasa yang terbatas menghambat kemampuan mereka untuk membuat kalimat yang jelas dan koheren. Hasil-hasil penelitian menunjukkan bahwa sebagian besar tutee merasa tutoring teman sebaya bermanfaat, karena memberikan lingkungan belajar yang mendukung, bimbingan yang personal, dan mengurangi tekanan dari interaksi tradisional antara guru dan siswa. Namun, beberapa tutee menyatakan sedikit atau tidak ada peningkatan, yang dapat dikaitkan dengan faktor-faktor seperti kurangnya keterlibatan atau konflik jadwal. Temuan-temuan tersebut dianalisis melalui lensa Teori Sosial Budaya Vygotsky, terutama konsep-konsep Zona Perkembangan Proximal (ZPD) dan scaffolding atau pendampingan. Studi ini menyoroti tutoring teman sebaya memfasilitasi pembelajaran dengan memberikan interaksi sosial dengan teman sebaya yang lebih berpengetahuan, memungkinkan siswa untuk maju melampaui tingkat kompetensi mereka saat ini. Hal-hal itu menunjukkan bahwa institusi pendidikan harus mengintegrasikan program tutoring teman sebaya yang terstruktur ke dalam mata kuliah writing EFL dan memberikan pelatihan serta sumber daya yang diperlukan kepada guru untuk melakukan scaffolding yang sesuai dengan tantangan-tantangan yang dimiliki setiap siswa. Penelitian di masa depan harus mengeksplorasi intervensi terarah untuk siswa dengan keterlibatan yang lebih rendah dan menyelidiki strategi-strategi untuk meningkatkan efektivitas tutoring teman sebaya dalam pembelajaran menulis EFL.

IntroductionEngaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space.MethodsAn experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning.ResultsThe findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52).DiscussionThe results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts.

To know the experience of first-year medical students at Universidad Austral de Chile regarding virtual Problem-Based learning (PBL) tutorials carried out by peer tutors during the second semester of 2021. Quantitative and qualitative research, transversal, descriptive. The non-probabilistic sample consisted of 45 medical students who participated in virtual PBL tutorials with peer tutors. Data collection through an anonymous and voluntary opinion survey comprised two areas: methodology and role of the tutor, considering open questions related to facilitating and hindering aspects. Quantitative data analysis was performed using descriptive statistics with frequency measurements. The qualitative ones with progressive reduction. Study approved by the Scientific Ethics Committee, Valdivia Health Service. There is a high degree of satisfaction in all three areas. Both in the qualitative and quantitative results, the participants positively value the performance of the peer tutor, highlighting empathy, commitment, trust, facilitation, feedback, and a good learning environment, allowing collaborative learning. Unlike the quantitative, the qualitative is more frequently identified as hindering factors, poor internet connection, excessive curricular load, and lack of knowledge about the methodology by the tutor. Although the preparation of peer tutors for PBL tutorials is essential, it is even more critical in virtual mode since they face challenges such as managing virtual platforms and achieving effective communication that allows learning collaboratively.

This investigation delves into the pressing need for curriculum reform in Indonesia, specifically examining the "Merdeka Belajar: Kampus Merdeka (MBKM)" policy, with a focus on the Near Peer Teaching (NPT) model. Previous studies have flagged NPT's shortcomings, attributing them to inconsistent tutor feedback rooted in relational challenges. Despite positive anecdotal evidence of student transformation through NPT, such accounts often lack objectivity. This research strategically surveys K-12 vocational schools in Kuningan, honing in on challenges in Mathematics to inform responsive teaching strategies. Noteworthy is the persistence of selecting peer tutors based on final exam scores, a practice upheld despite the initial randomness in NPT tutor selection, creating hurdles in gauging effectiveness. Paradoxically, empirical data suggests that third-semester students make better tutors, yet the fixation on final exam scores persists. To propel the NPT model forward, the study advocates for clustering tutors based on scientific intelligence, integrating the innovative application of machine learning algorithm K-Means. This comprehensive approach melds quantitative data science with qualitative Deep Interviews, aiming to refine and optimize the identification of suitable peer tutors. The crux of the findings revolves around the imperative to refine the selection process for peer tutors, considering factors such as interest, motivation, and academic achievement, to significantly amplify the efficacy of NPT within the learning environment..

Contemporary medical education emphasizes student-centered approaches that better align with modern learners. Peer-assisted learning (PAL) has proven effective in enhancing knowledge, clinical skills, engagement, and professional development. Although widely integrated into Western European curricula, its implementation remains limited in countries such as Romania. This study aimed to evaluate PAL within undergraduate orthopedic training, focusing on its benefits for both learners and peer instructors, as well as its potential to inform teaching practices. A total of 50 medical students participated in the study. Significant improvements were observed across all assessed domains following the intervention, including increased confidence in procedural skills such as suturing, wound debridement, and cast application, as well as greater understanding of osteosynthesis principles (P < 0.05). Anxiety-related measures significantly decreased, including fear of performing procedures and making technical mistakes. Perceptions of PAL also improved, with higher levels of trust in peer tutors and comfort in peer-led learning environments. No significant gender-based differences were identified. PAL was associated with significant improvements in students' perceived confidence across key orthopedic procedural skills and a marked reduction in anxiety related to clinical performance. The intervention promoted a supportive learning environment that facilitated active participation, reduced hierarchical barriers, and increased trust in peer tutors. These findings are consistent with existing literature supporting student-centered and experiential learning approaches in medical education. Overall, PAL proved to be an effective and feasible educational strategy, enhancing both technical competence and psychological readiness. Its scalability and high acceptability highlight its potential for broader integration into undergraduate medical curricula.

Peer tutoring has already been proved to be effective for students' learning. This paper describes how students, with the support of a prototype system called P/sup 3/T, learn from peer tutoring in one-on-one computing environment. Collaborative learning is embedded in the designed models. In addition, two experiments were executed in the courses of graduate school, and after valuing the result, we improved this designed system. This paper discusses the design of P/sup 3/T models and system, and reports on what is found in experiments.

This study highlights the transformative impact of pedagogical training on peer tutors, showing a notable reduction in controlling teaching styles among trained tutors compared to those without such training. Using a mixed-methods approach, researchers demonstrated profound improvements in tutors’ teaching skills and tutees’ satisfaction and academic confidence. It reveals that peer tutors refine their instructional methods and develop distinct teaching personas, clearer communication, and enhanced engagement strategies, resulting in higher tutee satisfaction. The data underscores the importance of constructing a BOPPPS framework and fostering active interaction between tutors and tutees to create an immersive learning environment that supports both academic progress and personal growth. Additionally, semi-structured interviews highlighted tutees’ varied responses to different tutoring sessions, showing a preference for sessions using scaffolding strategies, a technique tutors acquired through pedagogical training.

This paper investigates the challenges faced by contemporary univer-sities and highlights the need for innovative educational strategies in response to social, cultural, and environmental changes. As the Inter-net shifts the role of educators from sole knowledge providers to facil-itators of student-centred learning, peer tutoring and peer feedback emerge as pivotal methods for enhancing academic success and per-sonal growth. Central to this discussion are two case studies from the University of Groningen's Masters of Didactics program in 2022-2023, which il-lustrates a practical application of these strategies. The paper also re-views theoretical foundations of these methods, drawing on construc-tivist learning theories and Zone of Proximal Development. Key ele-ments for successful implementation of the strategies discussed in the case studies include trained tutors, well-informed students, struc-tured sessions, personalized support and continuous feedback. These characteristics not only enhance the learning experience but also cul-tivate essential interpersonal skills. Our findings underscore the positive impact of integrating peer tu-toring and feedback on student engagement, collaboration, and aca-demic performance. This paper advocates for the widespread adoption of these pedagogical approaches in higher education, emphasizing their role in creating an inclusive and effective learning environment that prepares students for future academic and professional chal-lenges.