In-Depth Analysis And Evaluation of Peer-Tutoring Activities In Higher Education
The purpose of the research project was to evaluate the potential influence of the peer-tutor training program on changes in tutors’ self-regulated learning (SRL) skills. Several hours of tutor training activities were included in peer tutors’ employment, which involved: awareness of SRL concepts, goal setting, self-control of cognitive and affective domains of learning, self-reflection on personal study skills, reflection and evaluation of meeting goals. Peer tutors with improved learning/tutoring skills may, in turn, become more successful tutors and promote self-regulated learning to the tutees.
The effect of tutor training on self-regulated learning is not well established, although becoming a life-long learner is defined as one of the main aims of the program. Therefore, training in self-regulated learning strategies has the potential to increase metacognition awareness, intrinsic and extrinsic motivation among peer tutors.
Peer tutors, who are college/ university students, were given training in self-regulated learning strategies throughout a semester. The group was given pretests and posttests. Meanwhile, sessions’ hangout were collected and sessions videotaped for further analysis. In this study, Winne and Perry’s self-regulation theoretical model (2012) and an online version of Ron Dugan's reliable and valid self-report measure Survey of Academic Self-Regulation (SASR) questionnaire (2007) were adapted to investigate the level of self-regulated learning among participants.