Tom Madou, Fien Depaepe, Phillip Ward, Peter Iserbyt
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引用次数: 0
Abstract
ABSTRACT
Background
Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited.
Purpose and research question
This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test.
Methods
Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (n = 37) or CCK-only (n = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol.
Findings
During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, p < .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, p < .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% p < .05) and complete release (Mdn 81% vs. 35% p < .05).
Conclusions
Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention.
摘要背景利用同伴影响学生学习效果的教学策略是体育教学中常用的策略。对等同侪学习是一种教学策略,学生以导师和学生的身份成对学习。有效的同伴辅导需要了解正确表现的关键要素(即常见内容知识,CCK),并知道如何发现和解决常见错误(即专业内容知识,SCK)。如何训练学生完成导师任务以提高同伴学习效果的研究还很有限。目的和研究问题本研究记录了一种在线方法,以帮助学生在互惠的同伴学习中扮演导师的角色。此外,本研究还调查了在线CCK + sck培训与在线CCK-only培训对(a)同侪学习中导师的技能表现和错误检测的影响;(b)在为期一周的记忆测试中的个人技能表现。方法将77名本科生(女25名,男52名)随机分配到CCK + SCK (n = 37)或CCK-only (n = 40)进行基本生命支持(BLS)的在线培训,作为课程的一部分。所有参与者都在线学习了根据国际准则(即CCK)进行劳工统计局的正确程序。在CCK + SCK条件下,学生还在线学习了检测和纠正与胸部按压相关的四种常见错误。在在线培训之后,所有学生都通过与人体模型进行对等的同伴学习来学习BLS。对于每个学生组,导师在练习过程中的技能表现使用数字模型进行报告,导师的错误检测使用系统观察视频记录进行收集。实践后一周(即保留),使用经过验证的协议单独评估bls性能。在同侪学习过程中,sck培训的学生出现的独特错误较少(Mdn = 2 vs. 1, p < 0.05),与只接受cck培训的学生相比,sck培训的导师发现的独特错误比例更高(Mdn为100% vs. 0%, p < 0.05)。在保持时,sck训练的学生在适当的胸外按压率(Mdn 91% vs. 69% p < 0.05)和完全释放(Mdn 81% vs. 35% p < 0.05)方面优于cck组。结论在线教学对大学生同伴学习的实践质量和记忆成绩有积极影响。
期刊介绍:
Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.