scholarly journals Patterns of Critical Thinking Processing in Online Reciprocal Peer Tutoring Through Facebook Discussion

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 24269-24283
Author(s):  
Nurul Nadwa Zulkifli ◽  
Noor Dayana Abd Halim ◽  
Noraffandy Yahaya ◽  
Henny Van Der Meijden
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Reciprocal Peer Tutoring

scholarly journals Online Reciprocal Peer Tutoring Approach in Facebook: Measuring Students' Critical Thinking

2021 ◽  
Vol 16 (23) ◽  
pp. 16-28
Author(s):  
Nurul Nadwa Zulkifli ◽  
Noor Dayana Abd Halim ◽  
Noraffandy Yahaya ◽  
Henny Van Der Meijden ◽  
Norasykin Mohd Zaid ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Peer Tutoring ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Of Education ◽  
Social Sciences And Humanities ◽  
Before And After ◽  
Reciprocal Peer Tutoring ◽  
Validated Instrument

Critical thinking skills are one of essential employability skills for graduates when entering the workforce. The lack of critical thinking skills among Malaysian graduates is a concern as these skills are important for success in the 21st century. Therefore, this paper aims to study the effects of online reciprocal peer tutoring (RPT) through Facebook discussion on students’ critical thinking. In this study, the online RPT approach in Facebook was used to nurture students to think critically. In RPT, the tutor role is switched between participants in each task, giving equal opportunities to all learners to benefit from the tutor and tutee role. This approach was integrated into their learning for 4 weeks to increase students' critical thinking. During the learning process, they need to involve in 4 critical thinking tasks based on Bloom's taxonomy. 29 undergraduate students from the school of education, Faculty of Social Sciences and Humanities at Universiti Teknologi Malaysia completed the validated instrument, Watson-Glaser Critical Thinking Appraisal test (inference, assumption, deduction, interpretation, evaluation arguments) before and after the treatment. The findings show that it is significantly different in making inference (Z=-3.85, p=.000

LEVERAGE: Reciprocal peer tutoring over broadband networks

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 133-142 ◽  
Author(s):  
Jan Wong ◽  
Agnès Fauverge
Keyword(s):  
Language Learning ◽  
Peer Tutoring ◽  
Computer Network ◽  
Web Based ◽  
Application Sharing ◽  
Quality Video ◽  
Reciprocal Peer Tutoring ◽  
Set Up ◽  
High Quality Video ◽  
Experimental Use

This paper reports on the experimental use of a broadband computer network hypermedia environment for language learning (French, English and Spanish). Using Web-based resources, students engage in a collaborative task over a network which offers high quality video-conferencing, application sharing and access to authentic multimedia resources. One of the main aims was to establish the practicalities of providing learners of languages with opportunities to engage in reciprocal peer tutoring. After outlining the pedagogical assumptions, and describing the set-up of the network-based learning environment, the trials are analysed, and the effectiveness of network-based language learning in supporting collaborative learning is discussed.

Reciprocal peer tutoring in undergraduate law studies

1997 ◽  
Vol 4 (3) ◽  
pp. 3-10 ◽  
Author(s):  
C. T. Reid ◽  
K.J. Topping ◽  
J. McCrae
Keyword(s):  
Peer Tutoring ◽  
Reciprocal Peer Tutoring

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

2010 ◽  
Vol 47 (8) ◽  
pp. 842-858 ◽  
Author(s):  
Maria Oddo ◽  
David W. Barnett ◽  
Renee O. Hawkins ◽  
Shobana Musti-Rao
Keyword(s):  
Peer Tutoring ◽  
Repeated Reading ◽  
Student Groups ◽  
Reciprocal Peer Tutoring

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

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