DescriptionThis study investigated whether specific tutor competences can alleviate tutee cognitive load and can assist tutees to work effectively on a complex task. We carried out an experiment to compare two tutor competences: tutoring skills of task processing and pedagogical skills versus content knowledge on a particular topic. Four classes of pre-university students participated in this study. Tutors received training and had access to written instructions during tutoring. Prior knowledge and tutoring skills were measured. Tutees had to take a standpoint on a statement and provide three arguments. Tutors supported tutees during the task by using the respective written instructions. After the task, participants reported task cognitive load on the NASA-Task load Index, took a post-test, and filled in an evaluation questionnaire regarding the tutoring process. Results showed that tutees supported by tutoring skills tutors experienced a lower cognitive load and performed significantly better on the post-test than students supported by content knowledge tutors. Contrary, tutees supported with tutoring skills tutors were slightly less satisfied with the tutoring process than tutees supported with content knowledge tutors.DS_Description: Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2013, 31 August). Effects of enhancing tutors with two competences on tutees’ cognitive load and task performance. Presentation at EARLI 15th Biennial Conference, Munich, Germany.
|Period||31 Aug 2013|
|Event title||15th Biennial Conference EARLI 2013: Responsible Teaching and Sustainable Learning|
|Location||Munich, Germany, Bavaria|
|Degree of Recognition||International|