Peer Tutoring and the Self-Instructional Module (2002)

The present study is an exploration into the area of individualization of instruction which is now considered to be one of the keys to effective learning. Peer tutoring and the self-instructional module are two main strategies for individualization of instruction, which have been found to be more effective and less time consuming than the conventional methods in a number of studies (Dunson, 1977; Barron and Foot, 1991; Maheady et al. 1991; Rekrut, 1992). Both these strategies may have special relevance to the academically at-risk college student. The material and human resources available for this purpose are far from sufficient and the present educational systems are not adequate to cope with the demands of education. Moreover, since these strategies do not require sophisticated technology and high technical know-how for development and implementation, they are cost effective. They could possibly prove useful in formal as well as non-formal education. Peer Tutoring. One of the more innovative professional developments in education is the discovery that students can participate in the delivery of educational services. Students, traditionally viewed as recipient of these services, are now seen as a potential source of help and assistance. In an increasing number of educational programs college students act as tutors for the same age or younger pupils (Dunn & Dunn, 1982; Kulik, 1992; and Rosenbloom, 1985). A peer tutoring system is not a set of instructional materials or texts; it is not competitive with textbooks or instructional technology; it is a management system for using the existing instructional materials and texts. It is a peer-mediated learning system by which two things are meant: (1) learners exercise full responsibility for their own instructional progress; and (2) learners provide pacing and coaching assistance to others. Simsek and Hooper (1992) while summarizing the benefits of peer tutoring for the tutee and the tutor, conclude that the tutee receives undivided, individualized attention from the tutor who comes up with examples and explanations which are within his or her grasp; the tutee feels understood by somebody they can relate to and who does not have the authority of the teacher; the tutee is not on the defensive since he or she does not have to confront the course instructor; and finally, the tutee feels free to ask any questions he or she likes, fearlessly and above all without fear of ridicule. A carefully managed and conscious exploration ofthe peer tutoring principle should thus produce a great multiplicity of benefits such as positive attitudes toward learning, improved use of the tools of learning, a variety of learning skills, and expanded self-esteem. Self-Instructional Module. The self-instructional module represents another medium to implement a course of instruction on a predetermined content. The strategy ensures uniform individualized instruction. In the self-instructional module the material is divided into special units each of which must be mastered completely before moving on to the next. The learner moves on as rapidly as he or she is able. The self-pacing feature puts the initiative on the learner rather than on the teacher. Preliminary evidence (Martino, 1993) indicates that college students spend more time with this method than with a traditional method and that they perform at least as well. The self-instructional module represents a distinct advance over traditional methods. It makes learning a process of active seeking rather than passive absorbing. A major principle involved here is that the college student takes initiative for his or her own learning. Saunders (1992) advocates the use of self-instructional modules to make the system flexible. The key factor in this method is the student's having responsibility for his or her own learning and updating and for knowing when and how to carry out this process. A modular approach to instruction enables the learners to progress as rapidly as they are able and spend their extra time on those points which are most difficult for them. …