Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions

By Rod D. Roscoe, Michelene T. H. Chi. 2007

671 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1135c5e6cdc2586fc5df25fec5afe0a49e87a1db

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Developmental and Educational Psychology

In Education

Citations in the corpus

Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “For instance, engaging in teaching on video could entice learners to focus on monitoring whether the recipients would be able to understand their explanations (Ploetzner, Dillenbourg, Preier, & Traum, 1999) and on providing complete and accurate explanations (Roscoe & Chi, 2007, 2008).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, positive): “…each other by requesting justiﬁ-cation (Okada & Simon, 1997), asking and answering each other’s questions (Webb, 1989), explaining to each other (Roscoe & Chi, 2007), and elaborating on each other’s contributions (such as clarifying, building upon, correcting, etc.; Hogan, Nastasi, & Pressley,…”
Methods of Instructional Improvement in Algebra (2010, neutral): “…(e.g., Ellington, 2003, 2006), peer tutoring (e.g., Hartley, 1977; Lou, Abrami, & d’Apollonia, 2001; Lou, Abrami, Spence, & Poulsen, 1996; Roscoe & Chi, 2007), proximal zones of influence (e.g., Seidel & Shavelson, 2007), and structured inquiry (e.g., Butler & Winne, 1995; Klauer &…”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “And the few available studies on fostering the use of diagnostic strategies have been conducted in individual tutoring or peer tutoring contexts (e.g., King, Staffieri, & Adelgais, 1998; Roscoe & Chi, 2007) and not in classroom contexts.”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “With regard to the metacognitive effects, Roscoe and Chi (2007, 2008) illustrate tutoring activities having a positive influence on reflective knowledge-building.”
Eight Ways to Promote Generative Learning (2016, background): “Generally, research suggests that teaching can be an effective way to learn (Roscoe and Chi 2007); however, fewer studies have systematically isolated the effects of student teaching on learning (e.g., Annis 1983; Coleman et al. 1997; Fiorella and Mayer 2013, 2014; Roscoe and Chi 2008).”
Learning-by-teaching. Evidence and implications as a pedagogical mechanism (2017, background): “A thorough review of research on tutor learning in peer tutoring, produced by Roscoe and Chi (2007), sheds some light on this controversy.”
The impact of supplemental instruction on learning competence and academic performance (2010, methodology): “A variety of different peer-assisted learning methods have previously been described (see Roscoe and Chi 2007), including the ‘traditional’ mode, which is also known as supplemental instruction, and encompasses a certain hierarchy of educational levels, where a senior student tutors a group of…”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, background): “…knowledge Repair or accommodate old knowledge Co-construct new knowledge that is novel to both partners Build on each other’s knowledge Resolve own conflicts based on partner’s comment self-explaining (Chi, 2000) and explaining-to-others (Roscoe & Chi, 2007) can improve learning (Chi, 2009).”
It’s All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task (2017, positive): “Previous research has shown—in line with findings on self-explaining (Wylie & Chi, 2014) and peer tutoring (Roscoe & Chi, 2007)—that explaining to fictitious, nonpresent others on video camera improves learning, as evidenced by later test performance (Fiorella & Mayer, 2013, 2014; Hoogerheide,…”