Evaluation of an e-peer tutorial model for mature trainee teachers

Abstract

This paper reports the disposition of a group of trainee -teachers in a university towards the provision of tutorial support through the use of an E-peer-tutoring model. Two participant cohorts were involved in the study. In the first cohort, mature second-year students on a PGCE programme initially participated as tutors to first-year students through a MOODLE platform but subsequently functioned in both roles as the need arose. With the second cohort, similar students in the same year group participated interchangeably as tutors and students. Using a mixed method approach, the study explored the effectiveness of this approach from the viewpoint of students. It explored participants’ dispositions towards the use of both the electronic platform and the peer tutoring model and the rationales driving those dispositions. Data were collected through a combination of the analysis of participants’ logs, semi-structured interviews and focus groups. The data thus collected were subjected to a mixture of quantitative and qualitative analysis with the former focused on distributional patterns and the latter on participants’ views and preferences. The study found that while participants found the model to be useful, there are a number of problems with its use. In particular, the elements of voluntary commitment to the model by students and the limitations to the knowledge of students acting in the role of tutors were found to be a key stumbling block. Based on this, the study argues for two things. First, assumptions about innovative ideas need to be explored further in the context of learners’ disposition towards such ideas before they are introduced wholesale. Second, and with specific reference to this study, it is suggested that a mandatory model of the approach, which eliminates the element of voluntary participation, might need to be considered, if the approach is to fulfil its potential