The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education. Issue 3 (27th May 2018)

• Record Type: Journal Article
• Authors: Munje, Paul Nwati; Nanima, Robert Doya; Clarence, Sherran
• Is Part Of: Mentoring & tutoring. Volume 26:Issue 3(2018)
• Page Start: 336
• Page End: 353
• Publication Date: 2018-05-27
• Subjects: Academic literacies -- higher education -- peer tutoring -- student writing development -- South Africa -- writing centres; Mentoring in education -- Periodicals; Tutors and tutoring -- Periodicals; 371.1460941
• DOI: 10.1080/13611267.2018.1511953
• Languages: English
• ISSNs: 1361-1267

Abstract

ABSTRACT: Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this questioning takes, and the potential value for students and tutors. This paper explores the kinds of questions asked, the challenges posed to students and tutors, and implications for the learning process. Tutors' experiences during tutorials and their reflections in written reports are used to unpack and explore questioning in tutorials. The paper highlights questioning as relevant in writing centre spaces due to its central role in shaping student learning about writing. The findings have relevance for peer tutoring in higher education generally, and indicate the importance of peer tutors learning to use questions to engage effectively with students.