scholarly journals In-Training Advising Sessions for New Peer Advisors: Impacts and Benefits

2019 ◽  
pp. 156-164
Author(s):  
Stephanie Lea Howard
Keyword(s):  
University Students ◽  
Peer Tutoring ◽  
Selection Procedure ◽  
Training Course ◽  
Peer Advising ◽  
Tutoring Program ◽  
Peer Advisors ◽  
The Republic ◽  
The Impact ◽  
Republic Of Turkey

This paper will describe the impact a series of advising sessions had on two university students being trained as peer advisors during the first half of a peer advising training course conducted at a self-access center in the Republic of Turkey. The author provides the rationale for developing the peer tutoring program, the selection procedure, and aspects of the training course. The paper will then focus on the learner development that occurred as a result of the trainees experiencing three advising sessions. The paper explores key training experiences, including insights and observations made by the trainer and trainees to illustrate how the development of the peer advisors was affected.

scholarly journals The Role of Monetary Policy Announcements on Turkish Banks' Stock Returns

2016 ◽  
Vol 6 (1) ◽  
pp. 63-69
Author(s):  
Nida Abdioğlu ◽  
Sinan Aytekin
Keyword(s):  
Monetary Policy ◽  
Central Bank ◽  
Stock Returns ◽  
Abnormal Returns ◽  
Cumulative Abnormal Returns ◽  
Monetary Policy Committee ◽  
The Republic ◽  
The Impact ◽  
Republic Of Turkey

This paper investigates the impact of monetary policy committee decisions of the Central Bank of the Republic of Turkey on the stock returns of the deposit banks listed in Borsa Istanbul Banks Index (XBANK). The cumulative abnormal returns of the banks are calculated for 2008 and 2012. We report that the monetary policy announcements affect cumulative abnormal returns of the deposits banks both in 2008 and 2012. Since the announcement of the monetary policy decisions created abnormal returns, we conclude that the market does not have semi-strong form efficiency.

scholarly journals Priority directions of the energy sector development in the Republic of Turkey

2019 ◽  
Vol 124 ◽  
pp. 04022
Author(s):  
O. V. Luskatova ◽  
R. A. Eyvazov ◽  
M. M. Haytanova
Keyword(s):  
Power Generation ◽  
Renewable Energy ◽  
Alternative Energy ◽  
Renewable Energy Sources ◽  
Energy Sector ◽  
Energy Sources ◽  
Alternative Power ◽  
The Republic ◽  
The Impact ◽  
Republic Of Turkey

The impact of renewable energy sources on the national economy of the countries across the world will only increase in the near future. It is linked both with the policy of reducing the dependence on imported sources and the opportunities offered by alternative power. Having great prospects for using renewable energy sources in power generation, Turkey has been implementing coherent policy in this field. The article deals with the energy policy Republic of Turkey, analyzes its legislation, studies the trends in the alternative energy sector development as well as the current situation in the domestic power generation.

scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

The impact of a peer-tutoring program on quality standards in higher education

2011 ◽  
Vol 62 (6) ◽  
pp. 773-788 ◽  
Author(s):  
José L. Arco-Tirado ◽  
Francisco D. Fernández-Martín ◽  
Juan-Miguel Fernández-Balboa
Keyword(s):  
Higher Education ◽  
Peer Tutoring ◽  
Quality Standards ◽  
Tutoring Program ◽  
The Impact

scholarly journals Peer Tutoring in Project-Based Course

2018 ◽  
Author(s):  
Jean Brousseau ◽  
Andrée Sano-Gélinas
Keyword(s):  
Peer Tutoring ◽  
Engineering Students ◽  
Academic Staff ◽  
Low Cost ◽  
Professional Staff ◽  
Quality Level ◽  
First Year ◽  
First Year Students ◽  
Tutoring Program ◽  
The Impact

In undergraduate engineering programs, design competency is mainly developed through project-based design courses. In such courses, a well framed practice is one of the best strategy to help students develop the ability to design solutions to complex, multifaceted and open-ended engineering problems. Nevertheless, supervising students, especially first-year students, requires a lot of effort and time. As the number of students increases, the task of closely supervising them becomes more difficult. Considering the small number of academic staff, peer tutors can provide a solution to the lack of resources. In addition to this, peer-tutoring is a very interesting pedagogical solution. In fact, the literature demonstrates that peer tutoring can benefit both students and tutors.Teaching assistants (TAs) have contributed in project based courses for a long time but there are not so many documented experiences about how to integrate peer-tutoring in a project-based design course or how to use fourth year students to tutor first year students.In fall 2017, a peer-tutoring program (PTP) has been implemented in the first year multidisciplinary design course. Fourth-year engineering students with relevant design experience acted as tutors for teams of four or five students. The intention was to reduce the pressure on our professional staff, while maintaining the same quality level of supervision.PTP assessment revealed that all stakeholders appreciated the experience. At low cost, it allowed more weekly hours of supervision and gave the professionals the possibility to perform tasks that only them can do. Although the impact of PTP on the quality of learning was not measured, the student level of satisfaction was very high.

Sign in / Sign up

Export Citation Format

Share Document