Use peer tutoring as the recommended collaborative learning style after fading distinguishes expert and non-expert peers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends peer tutoring as the collaborative learning style for the FTS: "Peer-tutoring is an approach in which one child instructs another child in material on which the first is an expert and the second is a novice". Once fading distinguishes expert from non-expert peers, the expert peer acts as tutor and the non-expert peer as tutee. Stated advantages include the tutor acquiring teaching skills and improving their own academic performance, and the tutee's potential self-disclosure of ignorance and misconception to a peer holding no position of authority, enabling diagnosis and correction.

Design Implications¶

Context¶

Requirements¶

• An effective peer tutor training course based on collaborative learning that maintains a demanding academic environment

Constraints¶

• Classroom culture is a hindrance: teachers have seldom experienced collaborative classrooms, school culture does not foster teacher collaboration, and dominant values under hyper-accountability emphasise individualism (citing Watkins, 2009)
• The teacher must determine which collaborative style best suits the learners

Target Learners¶

• Child expert peers acting as tutors
• Child non-expert peers acting as tutees
• Teachers facilitating collaboration

Target Learning Goals¶

• Improving game progress and knowledge gained through peer explanation and dialogue

Affordances¶

• Fine Tuning System Fts Serious Games

Related Strategies¶

Examples¶

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Key Sources¶

• Obikwelu, C, Read, J, and Sim, G. (2013). Children’s Problem-Solving in Serious Games: The “Fine-Tuning System (FTS)” Elaborated. The Electronic Journal of e-Learning Volume 11 Issue 1. https://www.ejel.org