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Online peer tutoring programs fostering community and learning skills among college students

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Abstract

Peer tutoring is beneficial as a method of education because it allows students with different learning styles to work together in comfortable settings to complete academic assignments that will improve their grades. Peer tutoring gives students of all skill levels the chance to collaborate, democratically, and amicably work on academic assignments in pairs. With this method, students with different levels of intelligence rely on one another to understand academic material, especially while completing challenging assignments. Hence, the current investigation aims to explore the effectiveness of online peer tutoring programs in college education. The findings of the analysis indicate that the impact of online peer tutoring on academic performance is consistent across diverse academic disciplines. By examining the full range of advantages of online tutoring programs in higher education, examining their effects on students' learning engagement, concentrating on China as a special context, and providing helpful recommendations for their implementation in higher education, the study makes a novel contribution to the field of online tutoring programs. The results demonstrate that college students who regularly engage in online peer tutoring are more likely to have higher retention rates. As per the findings, the analysis proves that online peer tutoring significantly enhances the sense of community among college students, leading to increased engagement in their coursework. The results reveal that online peer tutoring significantly enhances collaborative learning skills among college students.

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Data availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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  1. College of Information and Electronic Engineering, Hunan City University, Yiyang, Hunan, China

    Tao Wang

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Wang, T. Online peer tutoring programs fostering community and learning skills among college students. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12656-5

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