ABSTRACT

Background

Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited.

Purpose and research question

This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test.

Methods

Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (n = 37) or CCK-only (n = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol.

Findings

During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, p < .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, p < .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% p < .05) and complete release (Mdn 81% vs. 35% p < .05).

Conclusions

Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention.

中文翻译：

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专业内容知识在大学内容课程中互惠互利学习中的作用

摘要

背景

利用同伴影响学生学习成果的教学策略在体育教学中常用。互惠同伴学习是一种教学策略，学生作为导师和学生结对工作。有效的同伴辅导需要了解正确表现的关键要素（即常见内容知识，CCK），并了解如何检测和解决常见错误（即专业内容知识，SCK）。关于培训学生担任导师以提高同伴学习效率的研究是有限的。

目的和研究问题

这项研究记录了一种在线方法，帮助学生在互惠互利的学习过程中担任导师的角色做好准备。此外，它还调查了在线 CCK + SCK 培训与仅在线 CCK 培训对以下方面的影响：(a) 学员的技能表现和导师在同伴学习期间的错误检测；(b) 1 周保留测试中的个人技能表现。

方法

77 名本科生（25 名女性，52 名男性）被随机分配到在线 CCK + SCK（n  = 37）或仅 CCK（n = 40) 学习基本生命支持 (BLS) 的培训作为其课程的一部分。所有参与者根据国际指南（即 CCK）在线学习了 BLS 的正确程序。在 CCK + SCK 条件下，学生还在线学习如何检测和纠正与胸部按压相关的四种常见错误。在线培训结束后，所有学生都通过人体模型进行互惠同伴学习，学习了 BLS。对于每个学生，学生在练习过程中的技能表现都通过数字人体模型进行报告，导师的错误检测则通过对视频记录的系统观察来收集。练习（即保留）一周后，使用经过验证的方案单独评估 BLS 表现。

发现

在同伴学习期间，接受过 SCK 培训的学生表现出的独特错误较少（Mdn = 2 vs. 1，p  < .05），而接受过 SCK 培训的导师检测到的独特错误比例较高（Mdn 100% vs. 0%，p  < .05 ） ）与仅受过 CCK 培训的学生相比。在保留时，SCK 培训的学生在胸外按压方面优于 CCK 组，具有足够的比率（Mdn 91% vs. 69% p  < .05）和完全释放（Mdn 81% vs. 35% p  < .05）。

结论

在线教授本科生如何发现和纠正错误对同伴学习期间的实践质量和保留表现产生了积极影响。