ABSTRACT
It seems reasonable to assume that teachers use peer tutoring because they perceive it to be beneficial to either themselves or their students. Some of the variety of benefits associated with peer tutoring have already been indicated in Chapter 1. In this chapter, we shall explore these beneficial outcomes further. Given that the effects reported to result from participation in peer tutoring exercises are often directly linked to the aims of the teachers or researchers conducting the studies, we shall start our investigation by finding out why peer tutoring was introduced into higher education. We then look at the beneficial effects of the practice. These effects are summarized towards the end of the chapter, in Table 2.1. The table is organized so that readers may consult it in order to identify which peer tutoring technique has reported success in achieving outcomes they might wish for their own students.
