Tutor learning: The role of explaining and responding to questions

  • Roscoe R
  • Chi M
  • 136


    Mendeley users who have this article in their library.
  • 117


    Citations of this article.


Abstract  Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.

Author-supplied keywords

  • Explanations
  • Metacognition
  • Peer tutoring
  • Questions
  • Tutor learning
  • Tutorial dialogue
  • Verbal data analysis

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Rod D. Roscoe

  • Michelene T.H. Chi

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free