More insights on a peer tutoring model for small schools with limited funding and resources
More insights on a peer tutoring model for small schools with limited funding and resources
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关于资金和资源有限的小型学校的同伴辅导模式的更多见解
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发表时间：
2016
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通讯作者：
D. Weikle
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文献类型：
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作者：
D. Weikle
同伴辅导已经在各种环境和各种机构中使用，既可以提高课堂学生的学习和记忆，也可以提高同伴导师的信心和知识基础。目前的文献大多关注于如何在一个相当大的项目中实施同伴辅导，包括至少一名研究生助教和多名最近上过这门课的本科生。此外，这些同龄人在正常的课堂时间之外接受培训，并支付参与费用。虽然这种模式在有足够资源支付和培训学生的大型机构中很有用，但在没有资金或没有足够数量的学生能够在课堂外进行正式培训的小型机构中，这种模式通常是行不通的。本文描述了一种不同的模式，涉及大学的学术支持中心（ASC）员工和信用，而不是付款。这种方法已经在7个班级的9个同伴导师中使用，总体上取得了良好的成功。本文描述了与大学ASC合作开发的项目的基础知识，描述了教育经验的基本结构，好处和潜在的缺陷。虽然没有对结果进行正式的分析，但基于轶事证据，其他同伴辅导研究的积极好处似乎出现在这个模型中。最初的想法在SIGCSE 2015的一次闪电演讲中得到了强调。本文将深入到更多的细节中，提供更多的见解以及关于程序如何运行的细节。
Peer tutoring has been used in a variety of contexts and a variety of institutions to both improve learning and retention for the classroom students and to improve the confidence and knowledge base of the peer tutor. Much of the current literature focuses on how to implement peer tutoring with a fairly large program, including at least one graduate teaching assistant and multiple undergraduates who have recently taken the course. In addition, these peers were trained outside of the normal classroom hours and paid to participate. While useful at larger institutions with sufficient resources to pay and train students, this model is generally unworkable at a smaller institution without funding or a critical mass of students to enable formal training outside of the classroom. This paper describes a different model that involves the university's Academic Support Center (ASC) staff and credit as opposed to payment. This method has been used with over 9 peer tutors across a range of 7 classes, with generally good success. This paper describes the basics of the program developed in collaboration with the university's ASC, describing the basic structure of the educational experience, benefits and potential pitfalls. While no formal analysis has been done on results, the positive benefits of other peer tutoring research appears to be present in this model based on anecdotal evidence. The original idea was highlighted in a lightning talk at SIGCSE 2015. This paper goes into substantially more detail offering increased insights as well as specifics on how the program is run.