Learning Together: Peer Tutoring in Higher Education

By N. Falchikov. 2001

576 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7aecf009510f528e24b0fa5d342fe6de63d7ab0c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “Toprovide support to tutors (Falchikov, 2001), both a supervision session (taking two hours) and two-weekly feedback sessions (each taking 30 min) were organised.”
Designing student peer assessment in higher education: analysis of written and oral peer feedback (2006, background): “PA can, to a certain extent, be understood as a type of collaborative learning (Falchikov, 2001 ).”
University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “Falchikov (2001) further distinguishes these related terms about PA.”
Learning-by-teaching. Evidence and implications as a pedagogical mechanism (2017, background): “Therefore, peer assessment has been considered a form of peer learning (Falchikov, 2001).”
Peer tutoring and social dynamics in higher education (2007, methodology): “Peer tutoring results in motivation (Carroll, 1996; Falchikov, 2001; Fraser et al., 1977; Millis & Cottell, 1998) and learning for students (Fraser et al., 1977; Johnson & Johnson, 1985), as well as learning (Entwistle, 1997; Millis & Cottell, 1998) and empowerment for the tutors themselves…”
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “Further, when students actively engage in the reciprocal process of peer review, their concepts and knowledge about both writing and subject matter are further developed (Jonassen et al., 1995), and learning is enhanced (Falchikov, 2001).”
Collaboration in Learning and Teaching Statistics (2008, methodology): “For excellent reviews of these methods see O’Donnell (2006), Boud, Cohen, and Sampson (2001), and Falchikov (2001) .”
Students’ perceptions about peer assessment for writing: their origin and impact on revision work (2011, background): “Researchers have also hypothesized that students’ discomfort and negativity can be traced to the problematic power relations that students associate with assessing their peers ( Falchikov 2001; Liu and Carless 2006; Smith et al. 2002).”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Peer feedback refers to giving comments on the work or performance of peers, which involves reflective engagement (Falchikov and Blythman 2001).”
Learning‐oriented assessment: conceptual bases and practical implications (2003, unknown): “Although it is anticipated that the tutor would often provide feedback, peers can also be usefully deployed as givers of feedback (Falchikov, 2001).”
Design principles and outcomes of peer assessment in higher education (2006, background): “Peer assessment can be understood as a type of collaborative learning (see Falchikov, 2001 ), but is more limited.”
‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme (2008, background): “The principles underpinning SI have been identified (Martin and Arendale, 1993 ; Rust and Wallace, 1994 ; Falchikov, 2001 ; Capstick, 2004a ) and are outlined in Table 1 .”
A first year experience of student-directed peer-assisted learning (2010, background): “In same-year PAL a group of peers (students) are encouraged to alternate roles of tutor and tutee over a number of different sessions (Falchikov, 2001).”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “In order to provide ongoing support during the intervention, an interim supervision session was organised (Falchikov, 2001; Parr & Townsend, 2002).”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “…simonsm@uni-trier.de 1 Educational Psychology, Fachbereich I, Universität Trier, 54286 Trier, Germany 2 I/O Psychology, Fachbereich I, Universität Trier, 54286 Trier, Germany 1 3 feedback in traditional classroom instruction (e.g., Falchikov 2001; Falchikov and Goldfinsh 2000; Gielen et al.”
Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education (2010, background): “Peer mentoring focuses on a more experienced student helping a less experienced student improve overall academic performance, encourages mentors’ personal growth (Falchikov, 2001; Kram, 1985), and provides advice, support, and knowledge to the mentee (University of South Australia, 2003).”