Peer tutoring at the FHNW: Developing a concept to be implemented at the School of Business in Brugg-Windisch
Peer tutoring is a common practice to support student learning at some universities. By conducting research and consulting internal stakeholders, a new concept for peer tutoring at campus Brugg-Windisch of the FHNW School of Business was developed.
Visuvalingam Vidursika & Däster Manuela, 2020
Bachelor Thesis, School of Business FHNW
Betreuende Dozierende: Stephan Burkart
Keywords: Peer learning, peer tutoring, tutor, tutee, concept, concept development, , supplemental instruction, morphological approach
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On campus Brugg-Windisch, peer tutoring was only offered for first-semester students of two bachelor's degree programs and limited to two subjects. However, both authors have been approached by fellow students for help in other subjects throughout their studies. Therefore, the assumption was made that there is a need for expansion of the existing peer tutoring program. To achieve such an expansion, this thesis was started. An adapted program might be beneficial for students and, ultimately, for the university by providing added value to their customers.
In the literature review, definitions and different aspects of the topic were compiled. Interviews with deans or people involved in peer tutoring initiatives helped illuminate the situation of or demand for peer tutoring at the FHNW School of Business. As examples for ap¬proaches not used at FHNW, peer tutoring programs at three other universities were included. Student needs and inputs regarding peer tutoring were gathered with online surveys. All this infor-mation was considered to develop a morphological matrix and then select the most appropriate values.
Based on the research, a concept for peer tutoring was developed that defines values to satisfy the needs of students and the university. The concept's objective is to provide support in any subject or other area needed. Responsibility for the tutoring program will be given to students, supported by a faculty member. The university does not define a structure, but organizing students might suggest a schedule or content structure. Peer tutoring can be held in groups or individually, virtually or in person. The concept also does not define a selection process or criteria. A voluntary didactic training is offered for tutors, which counts towards the tutoring hours if completed. For help during tutoring, support by fellow tutors or faculty members is enabled. Tutors can earn one ECTS credit and a certificate if they complete 15 hours of tutoring, and they are encouraged to enroll for more than one semester. The evaluation shall be done via surveys and observations to determine improvement potential. We suggest implementing this concept and then evaluate it and make adjust¬ments if necessary. Moodle will be used as an integrated tool to facilitate the smooth organization of the program.
Studiengang: Business Administration International Management (Bachelor)
Fachbereich der Arbeit: Higher Education Research