• The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education

    Author(s):
    Sherran Clarence (see profile) , Robert Doya Nanima, Paul Nwati Munje
    Date:
    2018
    Item Type:
    Article
    Tag(s):
    writing centres, Peer tutoring, student writing development, writing development, higher education studies
    Permanent URL:
    http://dx.doi.org/10.17613/yzqt-kq95
    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.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    https://www.tandfonline.com/doi/full/10.1080/13611267.2018.1511953
    Publisher:
    Informa UK Limited
    Pub. Date:
    2018-8-30
    Journal:
    Mentoring & Tutoring: Partnership in Learning
    Volume:
    26
    Issue:
    3
    Page Range:
    336 - 353
    ISSN:
    1361-1267,1469-9745
    Status:
    Published
    Last Updated:
    4 years ago
    License:
    All Rights Reserved
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