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Cross-Age Peer Tutors in Asynchronous Discussion Groups: Studying the Impact of Tutors Labelling Their Interventions
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De Smet, M.; Van Keer, H.; Valcke, M. – Journal of Computer Assisted Learning, 2008
Cross-age tutors were randomly assigned to one of the three tutor training conditions distinguished for the current study: (1) the labelling experimental condition, characterized by requirements to label their tutor interventions, based on the e-moderating model of Salmon; (2) the non-labelling experimental condition, focusing on tutor's acting…
Descriptors: Self Efficacy, Discussion Groups, Tutor Training, Tutors