Proceedings of the 2nd International Conference on Environmental Learning Educational Technologies (ICELET 2024)

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Peer Tutoring Within Higher Education Applied Science: A Systematic Review

Authors
Ego Widoro1, *, Robinson Situmorang1, Uwes Anis Chaeruman1
1Universitas Negeri Jakarta, Jakarta, Indonesia
*Corresponding author. Email: egowidoro_9902920010@mhs.unj.ac.id
Corresponding Author
Ego Widoro
Available Online 13 March 2025.
DOI
10.2991/978-2-38476-374-0_7How to use a DOI?
Keywords
Applied Science; Higher Education; Peer Tutoring
Abstract

Peer tutoring offers numerous benefits to college students. There are still challenges encountered when implementing peer tutoring. The exploration of peer tutoring as a formal learning strategy in the curriculum of higher education in applied sciences has been insufficient. This review explores the use of peer tutoring within the higher education applied science field. The aim is to identify the benefits and challenges reported in peer-reviewed research studies. Scanning of journal articles between January 2019 and December 2023 from Scopus literature database. Through systematic selection following PRISMA literature review guidelines based on predetermined inclusion and exclusion criteria, eight articles met the set inclusion criteria for the review. Peer tutoring was structured as a formal curricular activity in higher education, potentially enhancing learning, academic performance, friendships, and professional skills. Reported challenges relate to program duration; increasing participant engagement and consistency; and financial support. Aspects of consideration of peer tutoring strategies in higher education in applied sciences for successful peer tutoring implementation are sufficient available time, active student participation, participants’ commitment, regular monitoring and evaluation, peer tutoring logistic support, training for tutors, and financial support. Future reviews could expand the range of literature periods, conduct scanning in more than just one literature database, and involve literature from non-English.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2nd International Conference on Environmental Learning Educational Technologies (ICELET 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
13 March 2025
ISBN
978-2-38476-374-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-374-0_7How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Ego Widoro
AU  - Robinson Situmorang
AU  - Uwes Anis Chaeruman
PY  - 2025
DA  - 2025/03/13
TI  - Peer Tutoring Within Higher Education Applied Science: A Systematic Review
BT  - Proceedings of the 2nd International Conference on Environmental Learning Educational Technologies (ICELET 2024)
PB  - Atlantis Press
SP  - 60
EP  - 84
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-374-0_7
DO  - 10.2991/978-2-38476-374-0_7
ID  - Widoro2025
ER  -