This study examines learner perceptions into the use of Classwide Peer Tutoring (CPT) as an approach to conduct a mechanical exercise (ME). This research analyzed learner preferences between CPT and other methods of conducting MEs (i.e., oral MEs and written MEs), examined learner perceptions of CPT’s learning effectiveness, and also inquired into student perceptions of CPT’s peer corrective feedback (CF) approach. Forty-six Korean university students participated in this study by completing a survey after experiencing CPT, oral MEs, and written MEs over the course of nine lessons. The data were analyzed through chi-squared, goodness-of-fit tests and descriptive statistics. The results indicated the participants preferred CPT and perceived CPT as more interesting and motivating than the other ME methods. The results also indicated the participants perceived CPT to be more effective than alternative ME approaches. Lastly, the participants had positive perceptions of CPT’s peer CF approach and believed CPT’s peer CF approach was more effective than the CF approach in oral MEs.

Purpose: The purpose of this research was to explore same-age-tutoring experiences for fundamental nursing practice in peer learners. Method: Content analysis was performed on the collected data. Participants were 14 nursing students. Data were collected from September 19, 2018 to November 2, 2018. Results: Three theme clusters were extracted as follows: 1) autonomous learning environment 2) meeting learning needs 3) motivation to learn. Conclusion: The results can contribute to understanding peer learners’ same-age-tutoring education experiences. Further, they can provide foundational data for establishing same-age tutoring education strategies to improve nursing skills and knowledge, helping nursing students adapt to clinical practice.

The purpose of this study was to examine what changes a peer- teaching model would bring to the motor skills, learning attitude and interest of middle schoolers in badminton class, and to investigate the effect of P.E. learning on two different groups. Th

The pre-collegiate ESL tutor program at a small satellite campus of a large state university in the USA changed its orientation from a conversation partner program to the recitation program. In so doing, it required both the tutors and the (mostly Asian) tutees to submit weekly reports along with short reflections to each course instructor and to the ESL program coordinator The current action research study qualitatively explored the tutee reflections and investigated their discursive characterization of the tutoring sessions and/or the tutors in an attempt to examine if the change in the program direction was perceivably implemented duing the transition. The data for the study consisted of more than 210 weekly tutee reports for five intermediate and high-intermediate ESL courses that the program offered in spring 2009. The findings illustrated that the reflections generally constructed the peer-tutoring sessions as an academic event, but not so much as an intercultural encounter. In addition, the reflections also constructed the most appreciated qualities of the tutors as kindness in personalty and clarity in academic explanations, but many were lacking substantive details of their praises. The overall findings suggested that the change in the program direction was being implemented as intended albeit at some expense of intercultural awareness. Simultaneously, the findings also pointed to the need of clearer instructions for the academic orientation of the program, intercultural awareness, and more substantive reflections. Finally, the ethnographic background and the findings demonstrated that the pre-collegiate ESL tutor program had its own challenges that were identifiably distinct from those in a tutor program at college writing centers or in EFL peer-tutor programs in an EFL context.