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

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.

Intergenerational Tutoring: Older Adults Supporting Children’s Academic Needs via Video Conferencing

COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among the most challenging impacts of the virus, leaving many parents with the burden of schooling their children at home. Another major impact of the virus was the social isolation and loneliness felt by many retired, older adults, who were sheltering at home. The disruptions of COVID-19 led our inter-professional team to develop the Intergenerational Tutoring program. Intergenerational Tutoring addresses a service delivery gap in schools because tutors expand schools' capacity to implement evidence-based instruction with students in need of individual support. At the same time, research shows that meaningful volunteering supports the well-being of older adults across physical, psychosocial and cognitive dimensions of health. The aim of the Intergenerational Tutoring program is to pair older adults with kindergarten children in high needs schools to implement early literacy interventions remotely via Zoom. Our poster will describe the Intergenerational Tutoring program including tutor training and tutoring implementation. We will summarize the initial findings from our pilot study conducted in spring and summer 2021 with tutors and children. Data will include (1) themes from tutor interviews regarding the personal meaningfulness of the program and the program’s associated benefits and challenges; (2) implementation fidelity data; (3) impact of tutoring on children’s early literacy skills; and (4) parent feedback. We will summarize lessons learned and next steps for the program.

Program Bimbingan Belajar bagi Siswa Sekolah Dasar pada Masa Pandemi Covid-19 di Desa Paling Serumpun

Bimbingan belajar dari rumah sangat diperlukan pada saat ini terlebih di masa pandemi covid-19, dimana semua kegiatan pembelajaran dilaksanakan secara daring. Kemendikbud menerbitkan peraturan agar semua kegiatan pembelajaran dilakukan di sekolah diganti dengan pembelajaran dari rumah masing-masing siswa. Pada proses pembelajaran dari rumah siswa membutuhkan bimbingan dari orang tua maupun walinya untuk mendampingi siswa dalam belajar. Bimbingan belajar yang dilakukan oleh mahasiswa KKN DR-BPM di tahun 2021 ini adalah bentuk pengabdian masyarakat dalam membantu siswa yang kesulitan dan memiliki kendala dalam proses belajar dari rumah pada masa pandemi covid-19 ini. Metode yang digunakan dalam pelaksanaan bimbingan belajar ini yaitu metode ceramah dan diskusi secara face to face dengan menggunakan pendekatan pendampingan dan pendidikan berkelanjutan. Program bimbingan belajar yang dilaksanakan memberikan peningkatan pengetahuan bagi peserta didik yang mengalami kesulitan dalam proses belajar secara daring. ABSTRACT Tutoring learning from home is very necessary at this time, especially during the covid-19 pandemic, where all learning activities are carried out online. The Ministry of Education and Culture issues regulations so that all learning activities carried out in schools are replaced with learning from each student's home. In the learning process from home, students need guidance from their parents and guardians to assist students in learning. Through the "Smart House" tutoring conducted by DR-BPM KKN students in 2021 as a form of community service, they can help students who have difficulties and have obstacles in the learning process from home during this covid-19 pandemic. The method used in the implementation of this tutoring is the face to face method and uses a mentoring and continuing education approach. The tutoring program implemented provides increased knowledge for students who have difficulty in the online learning process. KEYWORDS Tutoring, Elementary School Students, Covid-19 Pandemic