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Group tutoring and Formative Asynchronous Peer Assessment using e-learning technologies to Complement Staff Tutoring in Academic Writing
KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och grafisk produktion, Media (stängd 20111231).ORCID-id: 0000-0001-6457-5231
2006 (engelsk)Inngår i: Interactive Conference on Computer Aided Learning,  September 27 -29, 2006 Villach, Austria / [ed] Michael Auinger, Kassel University Press GmbH, 2006Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Writing a master's thesis is a lonely task, which often takes longer than the nominal time. A previous study has shown that a way to counter this is to give tutoring in groups instead of individually. This paper describes and evaluates an attempt to complement individual staff tutoring with group tutoring, formative peer assessment and a self-study methodology course, using e-learning methods and without increasing the total teacher time invested for each student. The results clearly indicate the attempt was highly successful, with increased quality of the reports, decreased time for students to complete their work, and very satisfied students who believed these activities were roughly of equal use as individual tutoring even though they only consumed 15% of the total time invested by the teachers in the tutoring activities.

sted, utgiver, år, opplag, sider
Kassel University Press GmbH, 2006.
Emneord [en]
academic writing, peer tutoring, formative peer assessment
HSV kategori
Identifikatorer
URN: urn:nbn:se:kth:diva-60624ISBN: 9783899581959 (tryckt)OAI: oai:DiVA.org:kth-60624DiVA, id: diva2:477595
Konferanse
Interactive Conference on Computer Aided Learning, September 27 -29, 2006 Villach, Austria
Merknad

QC 20120118

Tilgjengelig fra: 2012-01-13 Laget: 2012-01-13 Sist oppdatert: 2018-01-12bibliografisk kontrollert

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Hedin, Björn

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