The Role of Questioning in Writing Tutorials: A Critical Approach to Student-Centered Learning in Peer Tutorials in Higher Education

Autor/inn/en	Munje, Paul Nwati; Nanima, Robert Doya; Clarence, Sherran
Titel	The Role of Questioning in Writing Tutorials: A Critical Approach to Student-Centered Learning in Peer Tutorials in Higher Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 3, S.336-353 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1511953
Schlagwörter	Tutorial Programs; Peer Teaching; Tutoring; Writing Instruction; Student Centered Learning; College Students; Questioning Techniques; Tutors; Laboratories; Writing (Composition); Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Schreibunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Collegestudent; Befragungstechnik; Fragetechnik; Förderlehrer; Lehrender; Tutor; Laboratory; Laboratorium; Schreibübung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this questioning takes, and the potential value for students and tutors. This paper explores the kinds of questions asked, the challenges posed to students and tutors, and implications for the learning process. Tutors' experiences during tutorials and their reflections in written reports are used to unpack and explore questioning in tutorials. The paper highlights questioning as relevant in writing centre spaces due to its central role in shaping student learning about writing. The findings have relevance for peer tutoring in higher education generally, and indicate the importance of peer tutors learning to use questions to engage effectively with students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01