Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning.

Science.gov (United States)

Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J; Wrede, Britta

2014-01-01

Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.

College Students' Engagement in E-Tutoring Children in Remote Areas

Science.gov (United States)

ChanLin, Lih-Juan; Lin, Hong-Yen; Lu, Tze-Han

2016-01-01

To bridge the digital divide and learning gap among children in remote areas, an online tutoring service has been initiated for after-school learning in remote schools. College students were recruited for the role of teaching and supporting remote learners through online tutoring. This research aimed to study college students' involvement in…

Learners, parents and educators' perceptions of the benefits and ...

African Journals Online (AJOL)

Of the estimated 500 million people with disabilities around the world, 120-150 million are children. Limited research exists on learners', parents' and teachers' perceptions of the benefits and barriers associated with participation in sport for children with disabilities. The purpose of this study was to investigate what learners ...

An intelligent tutoring system for the teaching of the nuclear industry equipment and systems

Energy Technology Data Exchange (ETDEWEB)

Hardy, Lidia L. Elias; Prieto, Jose M. Yunez [Instituto Superior de Ciencia y Tecnologia Nuclear (ISCTN), La Habana (Cuba)

1995-12-31

This paper shows a model of Intelligent Tutoring System oriented to train on functioning and operation of industrial equipment. The objective of this system is to create a specific Intelligent Tutor to be used in training of NPP`s operators. Written in C{sup ++} v 3.1, the system uses the OOP facilities, mainly the inheritance and polymorphism. Data structures able to organize the expert`s knowledge and others which allow to make a distribution of tutoring knowledge were designed. Based on these structures, the algorithms able to solve the problem of the analysis of the learner`s answers, allowing the detection and correction of errors, and the algorithms, which the system can present the appropriate task for the learner in accordance to their knowledge in each moment, were elaborated. Control strategies applied on the learning management model were defined to allow the introduction of the strategies on the Learning Process. The paper reports this ITS as an example of Intelligent Tutoring on functioning and operation of the pressurizer for NPP with PWR reactor type WWER 440. (author). 8 refs, 6 figs.

Learners' Experiences of Peer Tutoring in the Context of Outdoor ...

African Journals Online (AJOL)

The article explores peer tutoring in the context of outdoor learning at a primary school in Lesotho. The peer-tutoring approach was trialled to explore its effectiveness in promoting learning in large class sizes which characterise primary and secondary schools in Lesotho. An urban primary school was purposively selected ...

Some Principles of Intelligent Tutoring.

Science.gov (United States)

Ohlsson, Stellan

1986-01-01

Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

Medical faculty opinions of peer tutoring.

Science.gov (United States)

Rudland, Joy R; Rennie, Sarah C

2014-01-01

Peer tutoring is a well-researched and established method of learning defined as 'a medical student facilitating the learning of another medical student'. While it has been adopted in many medical schools, other schools may be reluctant to embrace this approach. The attitude of the teaching staff, responsible for organizing and or teaching students in an undergraduate medical course to formal peer teaching will affect how it is introduced and operationalized. This study elicits faculty opinions on how best to introduce peer tutoring for medical students. Structured telephone interviews were recorded, transcribed and analyzed using thematic analysis. The interviews were with medically qualified staff responsible for organizing or teaching undergraduate medical students at a New Zealand medical school. Six questions were posed regarding perceived advantages and disadvantages of peer tutoring and how the school and staff could support a peer-tutoring scheme if one was introduced. Staff generally supported the peer tutoring concept, offering a safe environment for learning with its teachers being so close in career stage to the learners. They also say disadvantages when the student-teachers imparted wrong information and when schools used peer tutoring to justify a reduction in teaching staff. Subjects felt that faculty would be more accepting of peer tutoring if efforts were made to build staff 'buy in' and empowerment, train peer tutors and introduce a solid evaluation process. Staff of our school expressed some concerns about peer tutoring that are not supported in the literature, signaling a need for better communication about the benefits and disadvantages of peer tutoring.

DESIGN AND DEVELOPMENT OF AN INTELLIGENT INSTRUCTIVE SYSTEM: Scholastic Tutor (St*

Directory of Open Access Journals (Sweden)

Adebiyi MARION O.

2011-10-01

Full Text Available Intelligent Tutoring Systems (ITS is an act of impacting knowledge while computer teaches or acts as the tutors which is a supplement to human teachers. The ability to teach each student based on their individual abilities a major advantage posed by ITS and that is why it is being embraced in this work. This work describes the design of an Intelligent Tutoring System that was tagged Scholastic tutor (St*, which has the individual learning and collaborative problem-solving modules. The individual tutoring module was designed to provide appropriate lessons to individuals based on his/her background knowledge level, interest, and learning style and assimilation rate prior to using the tutoring system. A software agent is used to monitor and process these parameters, arrange the learning topic, and exercises, for each individual. The collaborative problem-based tutoring module was designed to present tutorial problems and provides facilities to assist learners with some useful information and advice for problem solving. This is because the present lecturing methodology which is the conventional teaching methodology provides an interactive classroom setting that promotes the open exchange of ideas and allows for the lecturer to communicate directly with the students but has a great disadvantage of not teaching all the students according to their own learning rate and pace. The intelligent tutor solves this problem by providing individualised learning for each student where they can learn according to their own pace and learning abilities it will provide remedy and advice when learners encounter difficulties during learning session. The classical model of ITS architecture has four main modules; domain model, student model, tutoring model and the user interface model.

Parental perceptions of the learner driver log book system in two Australian states.

Science.gov (United States)

Bates, Lyndel; Watson, Barry; King, Mark Johann

2014-01-01

Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements. Parents of learner drivers in 2 Australian states, Queensland and New South Wales, completed an online survey assessing a range of factors, including their perceptions of the accuracy of their child's learner log book and the effectiveness of the log book system. The study indicates that the large majority of parents believe that their child's learner log book is accurate. However, they generally report that the log book system is only moderately effective as a system to measure the number of hours of supervised practice a learner driver has completed. The results of this study suggest the presence of a paradox, with many parents possibly believing that others are not as diligent in the use of log books as they are or that the system is too open to misuse. Given that many parents report that their child's log book is accurate, this study has important implications for the development and ongoing monitoring of hours of practice requirements in graduated driver licensing systems.

Near Real-Time Comprehension Classification with Artificial Neural Networks: Decoding e-Learner Non-Verbal Behavior

Science.gov (United States)

Holmes, Mike; Latham, Annabel; Crockett, Keeley; O'Shea, James D.

2018-01-01

Comprehension is an important cognitive state for learning. Human tutors recognize comprehension and non-comprehension states by interpreting learner non-verbal behavior (NVB). Experienced tutors adapt pedagogy, materials, and instruction to provide additional learning scaffold in the context of perceived learner comprehension. Near real-time…

Tutoring the Tutors: Supporting Effective Personal Tutoring

Science.gov (United States)

McFarlane, Kathryn J.

2016-01-01

The research into personal tutoring in higher education from a tutor's perspective suggests that tutors lack training in tutoring and may lack clarity as to the purpose and boundaries of the role. This article explores personal tutors' perceptions of their confidence and competence in relation to personal tutoring and identifies strategies that…

Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model

Directory of Open Access Journals (Sweden)

Susanne Narciss

2013-06-01

Full Text Available This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008, and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss & Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze, & Sosnovsky, 2013.

Correlates of parental influence, school environment, learners ...

African Journals Online (AJOL)

The study examined the predicting effects of parental influence, school environment, Learners\\' interest, and self–efficacy on academic performance of police children in Ibadan Metropolis, Oyo state, Nigeria. The sample consisted of 200 primary IV, V and VI pupils (Mean age = 9 years). The results of the multiple regression ...

Mining Data from Interactions with a Motivational-Aware Tutoring System Using Data Visualization

Science.gov (United States)

Rebolledo-Mendez, Genaro; Du Boulay, Benedict; Luckin, Rosemary; Benitez-Guerrero, Edgard Ivan

2013-01-01

Tutoring systems are a common tool for delivering educational content and recent advances in this field include the detection of and reaction to learners' motivation. A data set derived from interactions in a tutoring system and its motivationally-aware variant provided opportunities to discover patterns of behavior in connection with motivational…

Tutors' Influence on Distance Language Students' Learning Motivation: Voices from Learners and Tutors

Science.gov (United States)

Xiao, Junhong

2012-01-01

Teachers' influence on students' learning motivation is a well-researched topic. Nevertheless, the majority of such studies are situated in the conventional learning context despite the rapid growth of distance language learning. This study set out to investigate tutors' influence on students' learning motivation in the Chinese distance language…

An adaptive signal-processing approach to online adaptive tutoring.

Science.gov (United States)

Bergeron, Bryan; Cline, Andrew

2011-01-01

Conventional intelligent or adaptive tutoring online systems rely on domain-specific models of learner behavior based on rules, deep domain knowledge, and other resource-intensive methods. We have developed and studied a domain-independent methodology of adaptive tutoring based on domain-independent signal-processing approaches that obviate the need for the construction of explicit expert and student models. A key advantage of our method over conventional approaches is a lower barrier to entry for educators who want to develop adaptive online learning materials.

The Challenges of Becoming Tutors at Electronic Environments

Directory of Open Access Journals (Sweden)

María Eugenia López Hurtado

2014-07-01

Full Text Available This paper presents a research report of my own experience as a tutor in electronic environments which I have accumulated throughout the guidance for English learners of basic level at a public university. This article looks for illustrating the researcher's own perceptions and challenges as becoming an e-tutor. Therefore, I will introduce an overview of studies and experiences that address this issue in international contexts, and then I will refer to my own experience where I describe the roles that emerged while I was administrating and delivering e- learning pedagogical experiences such as an exploration of some skills and learning activities carried out in an English course; this description embraces three different stages (before, during and after of implementation. Subsequently, some discussion of the results is provided gathered from the research instruments I used. Finally, some conclusions and suggestions are provided in regards to the research question of the study, its outcomes on how tutors' challenges shape tutor's roles in electronic environments.

An intelligent tutoring system for the teaching of the nuclear industry equipment and systems

International Nuclear Information System (INIS)

Hardy, Lidia L. Elias; Prieto, Jose M. Yunez

1995-01-01

This paper shows a model of Intelligent Tutoring System oriented to train on functioning and operation of industrial equipment. The objective of this system is to create a specific Intelligent Tutor to be used in training of NPP's operators. Written in C ++ v 3.1, the system uses the OOP facilities, mainly the inheritance and polymorphism. Data structures able to organize the expert's knowledge and others which allow to make a distribution of tutoring knowledge were designed. Based on these structures, the algorithms able to solve the problem of the analysis of the learner's answers, allowing the detection and correction of errors, and the algorithms, which the system can present the appropriate task for the learner in accordance to their knowledge in each moment, were elaborated. Control strategies applied on the learning management model were defined to allow the introduction of the strategies on the Learning Process. The paper reports this ITS as an example of Intelligent Tutoring on functioning and operation of the pressurizer for NPP with PWR reactor type WWER 440. (author). 8 refs, 6 figs

Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

Science.gov (United States)

Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

2008-03-01

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

A model to identify mathematics topics in MXit lingo to provide tutors quick access to supporting documentation

Directory of Open Access Journals (Sweden)

Laurie Butgereit

2011-11-01

Full Text Available Dr MathTM is a mobile, online tutoring system where learners can use MXitTM on their mobile phones to receive help with their mathematics homework from volunteer tutors. These conversations between learners and Dr Math are held in MXit lingo. MXit lingo is a heavily abbreviated, English-like language that is evolving between users of mobile phones that communicate using MXit. The Dr Math project has been running since January 2007 and uses volunteer tutors who are mostly university students who readily understand and use MXit lingo. However, due to the large number of simultaneous conversations that the tutors are often involved in and the diversity of topics discussed, it would often be beneficial to provide assistance regarding the mathematics topic to the tutors. This article explains how the μ model identifies the mathematics topic in the conversation. The model identifies appropriate mathematics topics in just over 75% of conversations in a corpus of conversations identified to be about mathematics topics in the school curriculum.

Distant peer-tutoring of clinical skills, using tablets with instructional videos and Skype: A pilot study in the UK and Malaysia.

Science.gov (United States)

O'Donovan, James; Maruthappu, Mahiben

2015-05-01

To assess the feasibility and impact of using low-cost Android tablets to deliver video tutorials and remote online peer-tutoring for clinical skills between two countries. Nine junior medical students from Malaysia were paired with five senior medical students from the UK, who played the role of peer-tutors. Students from Malaysia were given a low-cost Android tablet from which they could access instructional video tutorials. At the end of each week, the peer-tutors would observe their peer-learners as they performed a clinical examination. Tutors would then provide individual feedback using a videoconferencing tool. Outcomes were assessed using Observed Structured Clinical Examination (OSCE) scores, post-study questionnaires and semi-structured interviews with participants. Peer-learners reported an increased confidence in clinical examination of 8.4 (±1.0) on a 10-point scale and all nine said they would recommend the scheme to their peers. Both peer-tutors and peer-learners were able to establish a strong rapport over video, rating it as 8.4 (±0.6) and 8.4 (±0.9), respectively. Peer-learners' rated the sound and video quality of the tablet as 7.0 (±1.1) but were less satisfied with the screen resolution of the tablet, rating this as 4.0 (±1.5). This preliminary pilot study presents an innovative, low cost approach to international medical education with significant potential for future development.

PROVISION OF RESEARCH SUPPORT SERVICES TO ODL LEARNERS BY TUTORS: A Focus on the Zimbabwe Open University’s Bachelor of Education (Educational Management Research Students’ Supervision Experiences

Directory of Open Access Journals (Sweden)

Tichaona MAPOLISA

2012-04-01

Full Text Available The study examined the ODL learners’ perceptions of the quality of provision of research support services to the ODL learners by tutors. It focused on the Zimbabwe Open University’s (ZOU Bachelor of Education (Educational Management research students’ experiences. It was a qualitative multiple case study of four of the 10 Regional Centres of the ZOU. It purposively sampled 40 out of 160 research participants because they possessed desirable research characteristics for this study. The study was deemed significant in influencing tutors and policy makers to consider their research students’ supervision experiences as a basis for improving the quality of services for future research supervision practices and research projects. The study was guided by a two fold theory namely, thee Facilitation Theory (Nyawaranda, 2005 and the Nurturing Theory (Anderson, Pay and Mac Laughlin, 2006. Both theories advocate for the need of the supervisors to give their students a big heart. In terms of research supervision services offered by tutors the study indicated the time students were offered to meet research supervisors, prompt returns of marked work, and tutor student motivation and counselling as key services. In connection with the joys about research supervision, the students highly regarded: the manner in which tutors motivated them, tutors guidance in choosing research topic, tutor mentorship during research supervision and provision of workshops to polish up their research skills. In line with the challenges to the provision of research support services, three categories of challenges emerged. First, student-related challenges included lack of time, lack of money, lack of library facilities, lack of motivation and commitment to do research, lack of adequate theory in the area being researched on and family problems. Second, supervisor-related challenges included: too little direction, too little practical help given, too few meeting with students

Effective instruction for English learners.

Science.gov (United States)

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

The Acquisition of Context Data of Study Process and their Application in Classroom and Intelligent Tutoring Systems

Directory of Open Access Journals (Sweden)

Bicans Janis

2015-12-01

Full Text Available Over the last decade, researchers are investigating the potential of the educational paradigm shift from the traditional “one-size-fits all” teaching approach to an adaptive and more personalized study process. Availability of fast mobile connections along with the portative handheld device evolution, like phones and tablets, enable teachers and learners to communicate and interact with each other in a completely different way and speed. The mentioned devices not only deliver tutoring material to the learner, but might also serve as sensors to provide data about the learning process itself, e.g., learning conditions, location, detailed information on learning of tutoring material and other information. This sensor data put into the context of the study process can be widely used to improve student experience in the classroom and e-learning by providing more precise and detailed information to the teacher and/or an intelligent tutoring system for the selection of an appropriate tutoring strategy. This paper analyses and discusses acquisition, processing, and application scenarios of contextual information.

Examination of Pre-Service Teacher's Training through Tutoring Approach

Science.gov (United States)

Wu, Hsiao-ping; Guerra, Myriam Jimena

2017-01-01

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on…

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

Science.gov (United States)

VanLehn, Kurt

2011-01-01

This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. "No tutoring" refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and…

Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective

Science.gov (United States)

Huang, Hung-Tzu

2017-01-01

The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a…

Using the Community of Inquiry Framework to Scaffold Online Tutoring

Science.gov (United States)

Feng, Xiaoying; Xie, Jingjing; Liu, Yue

2017-01-01

Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies…

Strategies to improve the performance of learners in a nursing college. Part I: Issues pertaining to nursing education.

Science.gov (United States)

Waterson, E; Harms, E; Qupe, L; Maritz, J; Manning, M; Makobe, K; Chabeli, M

2006-05-01

The aim of this contextual, exploratory, descriptive and qualitative study was to describe strategies to improve the performance of learners in a nursing college. The article seeks to deal with factors relating to nursing education that contribute to the poor performance of learners and to outline related strategies to improve the situation. Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a four-year comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba's (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors' lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors' marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners' performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

Peer Tutoring – Assisted Instruction, Parent Supportiveness and ...

African Journals Online (AJOL)

kofimereku

effect of treatment (peer tutoring) on mathematics achievement, it also revealed a ..... academic achievement of college students have demonstrated that the ... basic for suggesting the use of the treatment in classrooms irrespective of students' ...

Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

Science.gov (United States)

Kerlyl, Alice; Hall, Phil; Bull, Susan

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

Cross-Age Tutoring: Effects on Tutors' Attributes.

Science.gov (United States)

Yogev, Abraham; Ronen, Rachel

1982-01-01

The psychological benefits of a high school tutoring program were investigated. Results gathered from questionnaires answered by high school students tutoring junior high school students, both before and after the tutoring experience, indicated that tutors' empathy, altruism, and self-esteem increased as a result of program participation.…

Parent Involvement in Early Childhood: A Comparison of English Language Learners and English First Language Families

Science.gov (United States)

Harper, Sarah N.; Pelletier, Janette

2010-01-01

This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…

Employing Textual and Facial Emotion Recognition to Design an Affective Tutoring System

Science.gov (United States)

Lin, Hao-Chiang Koong; Wang, Cheng-Hung; Chao, Ching-Ju; Chien, Ming-Kuan

2012-01-01

Emotional expression in Artificial Intelligence has gained lots of attention in recent years, people applied its affective computing not only in enhancing and realizing the interaction between computers and human, it also makes computer more humane. In this study, emotional expressions were applied into intelligent tutoring system, where learners'…

Strategies to improve the performance of learners in a nursing college. Part II: Issues pertaining to management, attitudes and values.

Science.gov (United States)

Waterson, E; Harms, E; Qupe, L; Maritz, J; Manning, M; Makobe, K; Chabeli, M

2006-05-01

This article forms part two of a bigger study that was conducted in a nursing college to explore and describe the reasons for the poor performance of learners. Part one of the study dealt with the issues pertaining to education, while this article (part two) seeks to describe issues pertaining to management, attitudes and values that lead to the poor performance of learners in the nursing college under study. A qualitative, exploratory and descriptive design that was contextual in nature was employed, and three focus groups interviews were conducted. Seven tutors formed one group while other two groups were formed by fourth-year learners following a comprehensive diploma course. All participants voluntarily participated in the study. Data was analyzed using the descriptive method of open coding in accordance with Tesch's protocol (in Creswell, 1994:154-156). Trustworthiness was ensured using the following principles: credibility, conformability, transferability and dependability (Lincoln & Guba 1985:290-326). Findings were categorized into issues pertaining to management, attitudes and values that had an influence on the poor performance of learners as follows: Inadequate resources and study facilities; policies that change frequently; tutors' dissatisfaction with regard to staff development, the lack of involvement by management and lack of management support, staff shortage and maldistribution of staff members; ineffective selection process of learners; inconsistent regulations, and too many of them; policies and procedures resulting in confusion and poor discipline. Attitudes and values: Tutors' lack of motivation and interest, lack of respect by learners and no team work among tutors. Through a conceptualization process and the recommendations by participants, strategies to improve the learners' performance were described. It is recommended that these strategies be submitted to the staff development committee for implementation and future follow-up research be

Who were my tutors? Who can tutor me?

Directory of Open Access Journals (Sweden)

Ana Krajnc

2006-12-01

Full Text Available The author deals with tutorship as one of the most effective forms of one-to-one learning. The relationship between a tutor and a student is studied in detail and it is established that the quality of such a relationship can be considerably better than the one, where a tutor and a student arc engaged in a more formal one. The article, which is based on the data gathered from a research, speaks about conditions, which are necessary for an informal tutor-student re lationship to evolve. The author also answers the question of the characteristics the students expect from their tutors. What should, therefore, a personal profile of an informal tutor be? This also partly answers the question of a good leader and the characteristics a good leader possesses, since leaders are also good tutors. Informal tutors, who offered skills, knowledge and useful insight, were mostly people's male and female friends (80 % , individual teachers if they've become close (65 %, a spouse (50% and a co-worker (42 %. When considering the development of a tutor-student relationship, the basis was knowledge and expertise of the other person (29 % of replies, moreover personal characteristics of a tutor were underlined (71 %. The research also revealed that only certain people can assume a role of a tutor. As a single, most important characteristic the following were selected: has the ability to listen, is emphatic and tolerant to the other person. Everybody,without exception selected these characteristics. The second characteristic (53 %, but of a much lesser importance than the first one was: friendly, likeable, amicable, warm, nice, humane. It is of equal importance for a tutor to be open, honest and broad-minded. Everybody believes they could successfully develop (or have successfully developed if being (having been engaged in a relationship with such a tutor.

Does it really matter whether students' contributions are spoken versus typed in an intelligent tutoring system with natural language?

Science.gov (United States)

D'Mello, Sidney K; Dowell, Nia; Graesser, Arthur

2011-03-01

There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The speech facilitation hypothesis predicts that spoken input will increase learning, whereas the text facilitation hypothesis predicts typed input will be superior. The modality equivalence hypothesis claims that learning gains will be equivalent. Previous experiments that tested these hypotheses were confounded by automated speech recognition systems with substantial error rates that were detected by learners. We addressed this concern in two experiments via a Wizard of Oz procedure, where a human intercepted the learner's speech and transcribed the utterances before submitting them to the tutor. The overall pattern of the results supported the following conclusions: (1) learning gains associated with spoken and typed input were on par and quantitatively higher than a no-intervention control, (2) participants' evaluations of the session were not influenced by modality, and (3) there were no modality effects associated with differences in prior knowledge and typing proficiency. Although the results generally support the modality equivalence hypothesis, highly motivated learners reported lower cognitive load and demonstrated increased learning when typing compared with speaking. We discuss the implications of our findings for intelligent tutoring systems that can support typed and spoken input.

Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers

Science.gov (United States)

Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R.

2016-01-01

In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its…

Assessing the Academic, Social, and Language Production Outcomes of English Language Learners Engaged in Peer Tutoring: A Systematic Review

Science.gov (United States)

Bowman-Perrott, Lisa; deMarín, Sharon; Mahadevan, Lakshmi; Etchells, Matthew

2016-01-01

Peer tutoring is an instructional strategy that allows students to help one another learn content material through the repetition of key concepts. In more than 40 years of published studies, literature reviews, and meta-analyses of peer tutoring, this quantitative synthesis of the literature is the first to examine the impact of peer tutoring on…

A Web-based Multilingual Intelligent Tutor System based on Jackson's Learning Styles Profiler and Expert Systems

OpenAIRE

Ghadirli, Hossein Movafegh; Rastgarpour, Maryam

2013-01-01

Nowadays, Intelligent Tutoring Systems (ITSs) are so regarded in order to improve education quality via new technologies in this area. One of the problems is that the language of ITSs is different from the learner's. It forces the learners to learn the system language. This paper tries to remove this necessity by using an Automatic Translator Component in system structure like Google Translate API. This system carry out a pre-test and post-test by using Expert System and Jackson Model before ...

Learner-to-learner visual acuity screening: A solution for early ...

African Journals Online (AJOL)

The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, ... This project created greater awareness among learners, parents and teachers ...

Learning English in the Shadows: Understanding Chinese Learners' Experiences of Private Tutoring

Science.gov (United States)

Yung, Kevin Wai-Ho

2015-01-01

Given that private tutoring has received increasing attention in research as a global educational phenomenon with significant implications for educational practices, it has become necessary for TESOL researchers and practitioners to become aware of its impact on language learning and pedagogy. This study investigated the learning experience and…

Effect of private tutoring on university entrance examination performance in Turkey

OpenAIRE

Tansel, Aysit; Bircan, Fatma

2005-01-01

There is an excess demand for university education in Turkey. Highly competitive university entrance examination which rations the available places at university programs is very central to the lives of young people. In order to increase the chances of success of their children in the university entrance examination parents spend large sums of money on private tutoring (dersane) of their children. In this study, we investigate the factors that determine participation in private tutoring and t...

Courses for tutors in problem-based learning. Current challenges at four Swedish universities

Directory of Open Access Journals (Sweden)

Helen Susan Setterud

2015-06-01

Full Text Available The key role of the tutor in problem-based learning (PBL is to help students become selfregulated learners. Tutors need training to acquire the necessary facilitating skills for this task. The aim of this article is to describe and discuss how PBL tutor training is currently arranged at four universities in Sweden: Linköping University, Lund Medical Faculty, Uppsala Medical School and Örebro School of Medicine. Moreover, we seek to analyse how the content and format of the tutor training courses correspond to the desired skills and competencies for PBL tutors described in the literature. We draw especially on work coming out of three pioneering universities for PBL: McMaster University, Canada; Maastricht University, The Netherlands; and Linköping University, Sweden. One aim has been to construct a framework for analysis that uses categories specifying the knowledge base, capabilities and skills to support students’ learning processes which characterise the full-fledged PBL tutor. For this framework, we have used the following categories: Knowledge of PBL and pedagogical theories, Personal traits, Student-centeredness, Ability to handle group processes, and Subject knowledge. We collected descriptions of the course design and content from the four universities, and assessed to what extent these categories were represented within the courses. Our results show that all categories inform the course content at all four universities, though the design varies between courses. In summary, we show that the four PBL tutor training courses are all designed to enable participants to experience PBL first-hand both as members of a tutorial group and as tutors. They all also include a theoretical base and offer opportunities for discussion and reflection with peers; however, there are some differences in design between the courses. According to participants, all four courses provide good preparation for the tutor role. Yet, we see a need for the

Domain-based Teaching Strategy for Intelligent Tutoring System Based on Generic Rules

Science.gov (United States)

Kseibat, Dawod; Mansour, Ali; Adjei, Osei; Phillips, Paul

In this paper we present a framework for selecting the proper instructional strategy for a given teaching material based on its attributes. The new approach is based on a flexible design by means of generic rules. The framework was adapted in an Intelligent Tutoring System to teach Modern Standard Arabic language to adult English-speaking learners with no pre-knowledge of Arabic language is required.

Is Tutoring Teaching? Exploring Tutoring's Potential to Improve Mathematics Teacher Education

Science.gov (United States)

Rasche, Alexander N.

2017-01-01

This study investigated the tutoring practices of mathematics tutors working in one university tutoring center and the corresponding rationale exhibited by the mathematics tutors. This study illustrates how the tutoring practices of mathematics tutors align with the Eight Mathematics Teaching Practices outlined in NCTM's recent publication…

Medical students can teach communication skills - a mixed methods study of cross-year peer tutoring.

Science.gov (United States)

Nomura, Osamu; Onishi, Hirotaka; Kato, Hiroyuki

2017-06-15

Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session. One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of -1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including 'Benefits of CYPT', 'Reflections of tutees and tutors' and 'Comparison with faculty', which affected the interactions among tutees, tutors, and faculty. CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

Directory of Open Access Journals (Sweden)

Jean-Marie Muhirwa

2009-09-01

Full Text Available Distance education and information and communication technologies (ICTs have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA. This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU, this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

Does an intelligent tutor homework system encourage beneficial collaboration?

Science.gov (United States)

van de Sande, Brett; Hausmann, Robert

2008-03-01

Physics instructors agree that homework assignments are an integral part of physics instruction. When students complete their assignments, we know they may work individually or in small groups. Unfortunately, most computer-based homework systems are structured for individual learners. In particular, these systems only evaluate the final answer, putting pressure on any students working in groups to engage in copying. In contrast, Andes is an intelligent tutor homework helper that requires students to show intermediate steps when solving a problem. Andes has been used successfully by instructors at several colleges and high schools. In order to investigate collaborative versus individual problem solving, we conducted a lab study where we recorded verbal self-explanations and logged solution steps as individuals and student pairs used Andes to solve a set of problems. We found that students working in pairs relied less on the tutor's hints and engaged in collaborative sense-making. Implications for instructional practices are discussed.

Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

Science.gov (United States)

Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

2017-01-01

This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

Does private tutoring increase students' academic performance? Evidence from Turkey

Science.gov (United States)

Berberoğlu, Giray; Tansel, Aysit

2014-10-01

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

The significance of parental involvement in early childhood learner development in Mafikeng rural school / Nicholas Maikanya Lebopa

OpenAIRE

Lebopa, Nicholas Maikanya

2010-01-01

The study aims at investigating the importance of parental involvement in the teaching and learning of learners in their early years of schooling, especially in rural areas. The researcher is of the opinion that many parents in rural areas are illiterate and poor. Their disadvantages are therefore vast to their counterparts who live in urban areas. Parents could become involved in several activities occurring at school which could provide opportunities for them to be familiar w...

Exploring the Relationships between Perceptions of Tutoring and Tutoring Behaviours: A Focus on Graduate Students Serving as Peer Tutors to College-Level Chemistry Students

Science.gov (United States)

Velasco, Jonathan B.; Stains, Marilyne

2015-01-01

It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are…

Do tutors matter? Assessing the impact of tutors on firstyear ...

African Journals Online (AJOL)

This research sought to determine if a teaching intervention using tutors in a South African university could promote epistemological access to university for first-year students. Although hiring, developing and managing tutors takes oney, time and energy, the effectiveness of tutors in the South African context is ...

Collaboration in the design and delivery of a mental health Recovery College course: experiences of students and tutors.

Science.gov (United States)

Cameron, Josh; Hart, Angie; Brooker, Saff; Neale, Paul; Reardon, Mair

2018-05-15

Recovery Colleges address mental health challenges using an educative approach underpinned by a collaborative recovery orientated philosophy. Research has been limited with no studies identified reporting research on the design and delivery of a specific course. To understand how Recovery College students and tutors experience the design and delivery of a mental health Recovery College course, specifically the "'Building Resilience" course. Thematic analysis of qualitative data related to the experience and process of collaboration in recovery college course design and delivery. Data included 13 qualitative individual interviews with course students and tutors and "naturally occurring" data generated through course preparation and delivery. Findings drew attention to the centrality of: prior experience and design related to students, tutors and the course structure; co-delivery related to tutors and co-learner impacts; and to the course methods and environment. Commitment to collaboration in design and delivery of Recovery College courses can mobilise the diverse experiences and expertise of tutors and students. The environment and methods of learning have a significant impact and should be considered alongside content. Boundaries between people and areas of knowledge and experience that arise can be viewed as sources of creativity that can enrich courses.

Does Private Tutoring Payoff?

OpenAIRE

Gurun, Ayfer; Millimet, Daniel L.

2008-01-01

We assess the causal effect of private tutoring on the probability of university placement in Turkey. We find that tutoring increases the probability of being placed in a university when non-random selection is ignored. Moreover, among those utilizing private tutoring, greater expenditure on tutoring is also positively associated with university placement. However, we find evidence of positive selection into tutoring, but negative selection into greater expenditures among those receiving tuto...

Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

Science.gov (United States)

Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

2017-01-01

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

Coaching Tutors: An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions

Science.gov (United States)

Holland, Alicia L.; Grant, Chris; Donthamsetty, Reshema

2017-01-01

The objective for the current qualitative case study was to examine participants' perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coaches' place of business. At the beginning of the study, tutor coaches were trained on how to implement the tutoring coaching framework with their tutors,…

Peer tutoring for college students with learning disabilities: perceptions of tutors and tutees.

Science.gov (United States)

Vogel, Gila; Fresko, Barbara; Wertheim, Cheruta

2007-01-01

Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed.

Design and Usability Assessment of a Dialogue-Based Cognitive Tutoring System to Model Expert Problem Solving in Research Design

Science.gov (United States)

Hung, Wei-Chen; Smith, Thomas J.; Smith, M. Cecil

2015-01-01

Technology provides the means to create useful learning and practice environments for learners. Well-designed cognitive tutor systems, for example, can provide appropriate learning environments that feature cognitive supports (ie, scaffolding) for students to increase their procedural knowledge. The purpose of this study was to conduct a series of…

Individual Learner and Team Modeling for Adaptive Training and Education in Support of the US Army Learning Model: Research Outline

Science.gov (United States)

2015-09-01

system to include the learner, domain, and pedagogical models needed to deliver this training via an ITS. 4 3.1 Self-Regulated Learning and the US...elements and also to highlight their relationships : Adaptive Tutoring: also known as intelligent tutoring; tailored instructional methods to...asserts that through the use of case study examples, instruction can provide the pedagogical foundation for decision-making under uncertainty

Role of Parents in the Education of Mentally Retarded Learners in Selected Schools in Madaraka Zone, Kiambu County, Kenya

Science.gov (United States)

Joseph, Gathua; Muthee, Jessica

2016-01-01

The purpose of the study was to examine the effects of parent's involvement in education on the academic performance of the mentally retarded learners in primary schools of selected schools in Thika Municipality, Kiambu County. The objectives of the study was to determine whether cultural beliefs among the parents affects the enrolments of…

A Natural Variation Study of Engagement and Confidence among Parents of Learners with Special Educational Needs and Disabilities (SEND)

Science.gov (United States)

Barlow, Alexandra; Humphrey, Neil

2012-01-01

Parents' involvement in their children's education is known to be an important predictor of a range of adaptive outcomes. For learners with special educational needs and disabilities (SEND), lack of parental engagement and confidence has been highlighted as a problematic issue. Given this, the objectives of the current study were to: (i) determine…

AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring

Science.gov (United States)

Nye, Benjamin D.; Graesser, Arthur C.; Hu, Xiangen

2014-01-01

AutoTutor is a natural language tutoring system that has produced learning gains across multiple domains (e.g., computer literacy, physics, critical thinking). In this paper, we review the development, key research findings, and systems that have evolved from AutoTutor. First, the rationale for developing AutoTutor is outlined and the advantages…

Teenaged Internet Tutors' Use of Scaffolding with Older Learners

Science.gov (United States)

Tambaum, Tiina

2017-01-01

This study analyses how teenaged instructors paired with older learners make use of scaffolding. Video data were categorised according to 15 types of direct scaffolding tactics, indirect scaffolding, and unused scaffolding opportunities. The results show that a teenager who is unprepared for the role of an instructor of Internet skills for older…

Tutoring executives online

DEFF Research Database (Denmark)

Bignoux, Stephane; Sund, Kristian J.

2018-01-01

Studies of learning and student satisfaction in the context of online university programmes have largely neglected programmes catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical...... experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA programme through participant interviews. We find...... that in addition to some of the tutor behaviours already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors....

Tutoring Executives Online

DEFF Research Database (Denmark)

Bignoux, Stephane; Sund, Kristian J.

2016-01-01

Studies of learning and student satisfaction in the context of online university programs have largely neglected programs catering specifically to business executives. Such executives have typically been away from higher education for a number of years, and have collected substantial practical...... experience in the subject matters they are taught. Their expectations in terms of both content and delivery may therefore be different from non-executive students. We explore perceptions of the quality of tutoring in the context of an online executive MBA program through participant interviews. We find...... that in addition to some of the tutor behaviors already discussed in the literature, executive students look specifically for practical industry knowledge and experience in tutors, when judging how effective a tutor is. This has implications for both the recruitment and training of online executive MBA tutors....

Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

Science.gov (United States)

Matsuda, Noboru; Cohen, William W.; Koedinger, Kenneth R.

2015-01-01

SimStudent is a machine-learning agent initially developed to help novice authors to create cognitive tutors without heavy programming. Integrated into an existing suite of software tools called Cognitive Tutor Authoring Tools (CTAT), SimStudent helps authors to create an expert model for a cognitive tutor by tutoring SimStudent on how to solve…

EarthTutor: An Interactive Intelligent Tutoring System for Remote Sensing

Science.gov (United States)

Bell, A. M.; Parton, K.; Smith, E.

2005-12-01

Earth science classes in colleges and high schools use a variety of satellite image processing software to teach earth science and remote sensing principles. However, current tutorials for image processing software are often paper-based or lecture-based and do not take advantage of the full potential of the computer context to teach, immerse, and stimulate students. We present EarthTutor, an adaptive, interactive Intelligent Tutoring System (ITS) being built for NASA (National Aeronautics and Space Administration) that is integrated directly with an image processing application. The system aims to foster the use of satellite imagery in classrooms and encourage inquiry-based, hands-on earth science scientific study by providing students with an engaging imagery analysis learning environment. EarthTutor's software is available as a plug-in to ImageJ, a free image processing system developed by the NIH (National Institute of Health). Since it is written in Java, it can be run on almost any platform and also as an applet from the Web. Labs developed for EarthTutor combine lesson content (such as HTML web pages) with interactive activities and questions. In each lab the student learns to measure, calibrate, color, slice, plot and otherwise process and analyze earth science imagery. During the activities, EarthTutor monitors students closely as they work, which allows it to provide immediate feedback that is customized to a particular student's needs. As the student moves through the labs, EarthTutor assesses the student, and tailors the presentation of the content to a student's demonstrated skill level. EarthTutor's adaptive approach is based on emerging Artificial Intelligence (AI) research. Bayesian networks are employed to model a student's proficiency with different earth science and image processing concepts. Agent behaviors are used to track the student's progress through activities and provide guidance when a student encounters difficulty. Through individual

Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

Science.gov (United States)

Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

2013-01-01

With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…

The perception of parents and teachers of the influence of yoga on the concentration and co-existing behaviour of learners with attention deficit hyperactivity disorder (ADHD

Directory of Open Access Journals (Sweden)

K Beart

2013-07-01

Full Text Available This pilot study explores the perception of parents and teachers of the influence of yoga on the concentration and some co-existing behaviour of learners diagnosed with attention deficit hyperactivity disorder (ADHD. The researchers attended to impaired concentration as typical ADHD behaviour and further looked at co-existing phenomena such as aggression, anxiety, and a low self-esteem which the learners may manifest. Semi-structured interviews with parents, teachers and the learners were held. Valuable data, confirming the learners’ behaviour manifestation and serving as triangulation, was collected by using a projection test and a self-esteem questionnaire. Interviews and assessments were conducted to analyse the situation initially and again after the yoga intervention. Based on the data collected and analysed, the perception of parents and teachers was that to an extent yoga had a positive influence on the behaviour of learners with ADHD. Although no long-term influence of yoga is determined in this investigation, there is sufficient evidence to suggest that there is potential in using yoga to support learners with ADHD regarding concentration, aggression, anxiety and an improvement in self-esteem. Keywords: ADHD, aggression, anxiety, concentration, self-esteem, yoga

Peer tutoring in a medical school: perceptions of tutors and tutees.

Science.gov (United States)

Burgess, Annette; Dornan, Tim; Clarke, Antonia J; Menezes, Audrey; Mellis, Craig

2016-03-08

Peer tutoring has been described as "people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching". Peer tutoring is well accepted as a source of support in many medical curricula, where participation and learning involve a process of socialisation. Peer tutoring can ease the transition of the junior students from the university class environment to the hospital workplace. In this paper, we apply the Experienced Based Learning (ExBL) model to explore medical students' perceptions of their experience of taking part in a newly established peer tutoring program at a hospital based clinical school. In 2014, all students at Sydney Medical School - Central, located at Royal Prince Alfred Hospital were invited to voluntarily participate in the peer tutoring program. Year 3 students (n = 46) were invited to act as tutors for Year 1 students (n = 50), and Year 4 students (n = 60) were invited to act as tutors for Year 2 students (n = 51). Similarly, the 'tutees' were invited to take part on a voluntary basis. Students were invited to attend focus groups, which were held at the end of the program. Framework analysis was used to code and categorise data into themes. In total, 108/207 (52 %) students participated in the program. A total of 42/106 (40 %) of Year 3 and 4 students took part as tutors; and of 66/101 (65 %) of Year 1 and 2 students took part as tutees. Five focus groups were held, with 50/108 (46 %) of students voluntarily participating. Senior students (tutors) valued the opportunity to practice and improve their medical knowledge and teaching skills. Junior students (tutees) valued the opportunity for additional practice and patient interaction, within a relaxed, small group learning environment. Students perceived the peer tutoring program as affording opportunities not otherwise available within the curriculum. The peer teaching program provided a framework within the

Tutoring Online Tutors: Using Digital Badges to Encourage the Development of Online Tutoring Skills

Science.gov (United States)

Hrastinski, Stefan; Cleveland-Innes, Martha; Stenbom, Stefan

2018-01-01

Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring…

Supplementary tutoring in Trinidad and Tobago: Some implications for policy making

Science.gov (United States)

Barrow, Dorian A.; Lochan, Samuel N.

2012-06-01

Globally, private supplementary tutoring is a huge business and the practice is expanding rapidly in many regions of the world where it never existed before. In some of these regions it is posing a novel set of challenges for education planners and policy makers. The aim of this study was to examine the extent to which supplementary tutoring is impacting on the goals of the formal education system in Trinidad and Tobago (T&T). The participation rate in supplementary tutoring at primary school level in T&T was found to be high (88.2 per cent at Standard Five level), with the majority of the students being privately tutored by their regular school teachers. Their main motivation for taking private tutoring lessons was to try to secure a place in one of the few elite secondary schools in the country. The authors of this paper admit that there is no quick solution to the problem, especially if it is understood as a part of the process of cultural change. They contend that the key to breaking the elitist tradition lies in modifying public understanding about education and convincing parents and citizens at large that a wide range of options and opportunities exists outside the narrow confines of the old colonial economy and the old colonial schools.

Perceptions of Tutoring Roles and Psychological Distance among Instructors, Tutors and Students at a Korean University

Science.gov (United States)

Lee, Hye-Jung; Hong, Youngil; Choi, Hyoseon

2017-01-01

This study explores issues related to the tutor's role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the…

The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables

Science.gov (United States)

Michael, Rinat

2016-01-01

The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning…

Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

Directory of Open Access Journals (Sweden)

Osamu Nomura

2017-06-01

Full Text Available Abstract Background Cross-year peer tutoring (CYPT of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT, and to explore qualitatively the educational benefits of CYPT. Methods We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees and student teachers (six tutors were conducted following the training session. Results One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of −1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including ‘Benefits of CYPT’, ‘Reflections of tutees and tutors’ and ‘Comparison with faculty’, which affected the interactions among tutees, tutors, and faculty. Conclusions CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

The Revitalized Tutoring Center

Science.gov (United States)

Koselak, Jeremy

2017-01-01

One high-leverage strategy rooted in a strong research base--the revitalized tutoring center--provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports…

Peer Tutoring: A Training and Facilitation Guide

Science.gov (United States)

Pirini, Jesse

2017-01-01

Students can make huge gains in academic grades and confidence with the help of peer tutoring. This book provides practical, research-based strategies for anyone wanting to run a peer tutoring programme or to improve their own tutoring practice. The book focuses on two key components of tutoring: the tutoring relationship and tutoring tools. The…

Implementing a centralized institutional peer tutoring program.

Science.gov (United States)

Gaughf, Natalie White; Foster, Penni Smith

2016-01-01

Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

Are Badges Useful in Education?: It Depends upon the Type of Badge and Expertise of Learner

Science.gov (United States)

Abramovich, Samuel; Schunn, Christian; Higashi, Ross Mitsuo

2013-01-01

Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching…

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

Science.gov (United States)

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students

The Face of Private Tutoring in Russia: Evidence from Online Marketing by Private Tutors

Science.gov (United States)

Kozar, Olga

2013-01-01

Private tutoring is a common and worldwide phenomenon. However, there is a dearth of up-to-date research on private tutoring compared with that on institutional one-to-one teaching, which could be explained by challenges associated with data collection. This article proposes using publicly available online advertisements of private tutors as a…

Tips for Reading Tutors = Consejos para los Tutores en Lectura.

Science.gov (United States)

Department of Education, Washington, DC.

Reading is the basis for learning and school success. While reading is learned primarily in the classroom, many students need extra time and help. Research shows that tutoring is a great way for individuals and groups outside school to support learning, but effective tutoring requires appropriate training and careful planning. This brochure,…

Peer Tutoring at Colleges and Universities

Science.gov (United States)

Kim, Mikyong Minsun

2015-01-01

This paper focuses on the important roles of peer tutoring and peer tutoring services that utilize student tutors in higher education. First, the roles and potential benefits of peer tutoring are identified and reviewed as they apply to various dimensions of student development. Second, the impacts, benefits, and extended beneficiaries of peer…

Parent Academy: Evaluation Report and Executive Summary

Science.gov (United States)

Husain, Fatima; Jabin, Nico; Haywood, Sarah; Kasim, Adetayo; Paylor, Jonathan

2016-01-01

The Parent Academy was a series of classes for pupils' parents, designed to improve the English and mathematics attainment of pupils in Years 3 to 6 in English primary schools. Parents were offered the opportunity to participate in 12 Parent Academy classes, 6 on English and 6 on mathematics, delivered fortnightly by tutors with teaching…

An online tutor for astronomy: The GEAS self-review library

Directory of Open Access Journals (Sweden)

Nicole P. Vogt

2015-12-01

Full Text Available We introduce an interactive online resource for use by students and college instructors in introductory astronomy courses. The General Education Astronomy Source (GEAS online tutor guides students developing mastery of core astronomical concepts and mathematical applications of general astronomy material. It contains over 12,000 questions, with linked hints and solutions. Students who master the material quickly can advance through the topics, while underprepared or hesitant students can focus on questions on a certain topic for as long as needed, with minimal repetition. Students receive individual accounts for study and course instructors are provided with overview tracking information, by time and by topic, for entire cohorts of students. Diagnostic tools support self-evaluation and close collaboration between instructor and student, even for distance learners. An initial usage study shows clear trends in performance which increase with study time, and indicates that distance learners using these materials perform as well as or better than a comparison cohort of on-campus astronomy students. We are actively seeking new collaborators to use this resource in astronomy courses and other educational venues.

SCAFFOLDING TUTORING STRATEGY ON VIRTUAL ENVIRONMENTS FOR TRAINING SCAFFOLDING COMO ESTRATEGIA DE TUTORIA EN ENTORNOS VIRTUALES DE ENTRENAMIENTO

Directory of Open Access Journals (Sweden)

Angélica de Antonio Jiménez

2008-06-01

Full Text Available Because the conversational capabilities of pedagogical agents (embodiments of trainers allow social interactions with learner(s, their application in 3D virtual environments for training, besides improving the interaction and giving more realism to virtual training, permits changes in tutoring strategies bringing closer the virtual experience to the real one. Scaffolding emerges from the work of some famous educators as an instructional paradigm and it is becoming more and more used in computer-based education. Of course, scaffolding application on virtual environments for trainings is very different from its original conception, and its application in a classroom. Virtual environments for training features, the pedagogical agent embodiment, and its possibilities of virtual interaction make possible the use of this strategy characterized by its adjustment to learner's performance and its dynamic use of work tools, among others. This article explores the advantages of using scaffolding on virtual environments for training as a tutoring strategy for pedagogical agents, focusing on the key features of scaffolding and how they can be applied in pedagogical activities. Activity Theory as well as roles and reusable learning objects design by contract are used to model our proposal. Finally, one procedure to apply scaffolding as a tutoring strategy for pedagogical agents in virtual environment for training designed using the "Model for Application of Intelligent Virtual Environments to Formation" is proposed.Las capacidades conversacionales de un agente pedagógico (la personificación del entrenador permiten una interacción social con los aprendices; luego, su aplicación en entornos virtuales 3D para el entrenamiento permite mejorar esta interacción y da mayor realismo al entrenamiento virtual, permitiendo cambios en las estrategias de tutorías que acercan la experiencia virtual a una real. Scaffolding emerge del trabajo de famosos educadores como

Consumers as tutors – legitimate teachers?

Directory of Open Access Journals (Sweden)

Owen Cathy

2004-09-01

Full Text Available Abstract Background The aim of this study was to research the feasibility of training mental health consumers as tutors for 4th year medical students in psychiatry. Methods A partnership between a consumer network and an academic unit in Psychological Medicine was formed to jointly develop a training package for consumer tutors and a curriculum in interviewing skills for medical students. Student attitudes to mental health consumers were measured pre and post the program. All tutorial evaluation data was analysed using univariate statistics. Both tutors and students evaluated the teaching program using a 4 point rating scale. The mean scores for teaching and content for both students and tutors were compared using an independent samples t-test. Results Consumer tutors were successfully trained and accredited as tutors and able to sustain delivery of tutorials over a 4 year period. The study found that whilst the medical students started with positive attitudes towards consumers prior to the program, there was a general trend towards improved attitude across all measures. Other outcomes for tutors and students (both positive and negative are described. Conclusions Consumer tutors along with professional tutors have a place in the education of medical students, are an untapped resource and deliver largely positive outcomes for students and themselves. Further possible developments are described.

Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom.

Science.gov (United States)

Arnott, Elizabeth; Hastings, Peter; Allbritton, David

2008-08-01

Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a nonequivalent control group design. Students in three classes (n = 83) used RMT, and students in two classes (n = 53) did not use RMT. Results indicated that the use of RMT yieldedstrong learning gains of 0.75 standard deviations above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than did the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements.

Conceptualisation of learning satisfaction experienced by non-traditional learners in Singapore

OpenAIRE

Khiat, Henry

2013-01-01

This study uncovered the different factors that make up the learning satisfaction of non-traditional learners in Singapore. Data was collected from a component of the student evaluation exercise in a Singapore university in 2011. A mixed-methods approach was adopted in the analysis. The study stated that non-traditional learners’ learning satisfaction can be generally grouped into four main categories: a) Desirable Learning Deliverables; b) Directed Learning Related Factors; c) Lecturer/Tutor...

[Self-audit and tutor accreditation].

Science.gov (United States)

Ezquerra Lezcano, Matilde; Tamayo Ojeda, Carmen; Calvet Junoy, Silvia; Avellana Revuelta, Esteve; Vila-Coll, María Antonia; Morera Jordán, Concepción

2010-02-01

To describe the experience of using self-audit (SA) as a means of accrediting family and community medicine tutors, to analyse the knowledge that the tutors have on this self-assessment methodology, and to record their opinions on this method. Retrospective descriptive study and analysis of an opinion questionnaire. Family and community medicine teaching units (TU) in Catalonia. Tutors from family and community medicine TU in Catalonia (July 2001-July 2008). Training of the tutors in SA methodology, creation of a reference group and a correction cycle. Correction by peers of the SAs performed by the tutors according to previously determined criteria and subsequent issue of a report-feedback. Self-administered questionnaire by a group of TU tutors. A total of 673 SA were performed. The most frequent topic selected was diabetes mellitus in 27.9% of cases. The overall evaluation of the SA from a methodological point of view was correct in 44.5% of cases, improvable in 45.3%, and deficient in 10.2%. A total of 300 opinion questionnaires were issued. The response rate was 151/300 (50.03%). On the question about the usefulness of the SA in professional practice, 12% considered it very useful, 56% adequate, and 32% of little use or not useful. As regards whether it was a good means for the re-accreditation or accreditation of tutors, 66% considered that it was not. A high percentage of the SAs analysed are not carried out correctly, which indicates that tutors do not know this self-assessment method very well. They consider that SAs are a useful tool for improving clinical practice, but not a good means for accreditation and re-accreditation.

Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

NARCIS (Netherlands)

Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

2015-01-01

This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created

THE ORGANIZATION OF TUTOR'S ACTIVITY IN THE SYSTEM OF DISTANCE EDUCATION AT HIGHER EDUCATIONAL ESTABLISHMENT

Directory of Open Access Journals (Sweden)

Oleksii Voronkin

2016-03-01

Full Text Available The article demonstrates the results of the online tutor’s activity components. The review of the interaction between the learners (content interaction and interpersonal interaction in the distance course has shown that all of these elements should be taken into account in the course designing and should be later moderated by the tutor in the process of learning. It has been determined that effective learning occurs only in case of the possibility to sattisfy each student’s learning style. The complete learning circle should include different learning styles to follow the abovementioned requirements. According to the analysis of the online tutoring models the following structural components of tutor’s professional competence were defined: informative, organizational, psychological and pedagogical, technical, professional, personal, competence of online communication. Thus, in addition to the subject matter the tutor has to know psychological and pedagogical, organizational, methodological and technical bases of learning organization. The ability to plan (project the expected final result of tutor’s activity and the readiness to learn new technologies appear particularly important. Different criteria and methods of evaluation of the effectiveness of tutor’s activity have been studied. It is shown that the estimation of the activity effectiveness should be based on the goals and the content of tutor’s activity, and it can be performed by quantitative and qualitative methods. Quantitative method permits collecting the data which can be analyzed statistically. The qualitative method is more subjective, flexible and dynamic. The paper states the currency of the requirement of online tutors training programs on the state level.

Supporting Tutoring Within a Namibian Environmental Education ...

African Journals Online (AJOL)

This paper is based on a case study of tutoring in the Namibian Environmental Education Certificate (NEEC) Course. In order to support tutoring, the National NEEC Coordinator investigated the way NEEC tutors are supported and the kinds of challenges faced in the tutoring process. The case study was framed within a ...

Peer and Cross-Age Tutoring. ERIC Digest, Number 79.

Science.gov (United States)

Gaustad, Joan

One-to-one tutoring programs, such as peer and cross-age tutoring, can result in emotional and learning benefits for the tutor and the tutee. Peer tutoring involves two students of the same age. In cross-age tutoring, the tutor is older than the tutee. The Willamette High School Peer Tutoring Program in Eugene, Oregon; the Coca-Cola Valued Youth…

Effects of Peer-Tutor Competences on Learner Cognitive Load and Learning Performance during Knowledge Sharing

Science.gov (United States)

Hsiao, Ya-Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

2012-01-01

In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners'…

Adaptive Tutoring for Self-Regulated Learning: A Tutorial on Tutoring Systems

Science.gov (United States)

2014-12-01

impact learning with effect sizes equivalent to raising average (“C”) students to experts (“A” students) through tailored instruction and...classification using physiological sensors (Brawner and Goldberg, 2012; Goldberg & Brawner, 2012; Kokini, et al, 2012) • EEGs – Advanced Brain ... IQ , EQ, adaptability…) Merrill, D. , Reiser, B, Ranney, M., and Trafton, J. (1992). Effective Tutoring Techniques: A Comparison of Human Tutors and

Information Needs of Distance Learners: A Case of Winneba Study Center, University of Education, Winneba, Ghana

Science.gov (United States)

Larson, Agatha Gifty; Owusu-Acheaw, Michael

2016-01-01

The study focuses on the information needs of distance learners of the Winneba Study Centre of the University of Education, Winneba. The main objective was to investigate the information needs of this group of students who live far away from their host institution and have minimal interaction with their tutors. The study was a survey and made use…

Synchronic tutoring of a virtual community

NARCIS (Netherlands)

Simons, P.R.J.; Ligorio, M.B.; Talamo, A.

2002-01-01

The role of tutors has changed over time, depending on models of learning and on the technology available. This article discusses the evolution of the tutor role and presents a new model concerning the tutoring functions in a synchronous virtual community. The definition of a virtual community

Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class

Science.gov (United States)

Novitasari, N.; Lukito, A.; Ekawati, R.

2018-01-01

A slow learner whose IQ is between 71 and 89 will have difficulties in solving mathematics problems that often lead to errors. The errors could be analyzed to where the errors may occur and its type. This research is qualitative descriptive which aims to describe the locations, types, and causes of slow learner errors in the inclusive junior high school class in solving the fraction problem. The subject of this research is one slow learner of seventh-grade student which was selected through direct observation by the researcher and through discussion with mathematics teacher and special tutor which handles the slow learner students. Data collection methods used in this study are written tasks and semistructured interviews. The collected data was analyzed by Newman’s Error Analysis (NEA). Results show that there are four locations of errors, namely comprehension, transformation, process skills, and encoding errors. There are four types of errors, such as concept, principle, algorithm, and counting errors. The results of this error analysis will help teachers to identify the causes of the errors made by the slow learner.

An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: perceptions of tutees and peer tutors

Science.gov (United States)

2018-01-01

Background Several benefits of peer tutoring in medical school teaching have been described. However, there is a lack of research on the perceptions of peer tutoring, particularly from tutees who partake in a long-term clinical skills scheme integrated into the medical school curriculum. This study evaluates the opinions of preclinical tutees at the end of a 2-year peer-tutored clinical skills program and peer tutors themselves. Methods A cross-sectional study was conducted in a UK-based medical school that primarily utilizes peer tutoring for clinical skills teaching. A questionnaire was designed to assess the views of preclinical tutees and peer tutors. Likert scales were used to grade responses and comment boxes to collect qualitative data. Results Sixty-five questionnaires were collected (52 tutees, 13 peer tutors). Seventy-nine percent of students felt satisfied with their teaching, and 70% felt adequately prepared for clinical placements. Furthermore, 79% believed that peer tutoring is the most effective method for clinical skills teaching. When compared to faculty teaching, tutees preferred being taught by peer tutors (63%), felt more confident (73%), and were more willing to engage (77%). All peer tutors felt that teaching made them more confident in their Objective Structured Clinical Examination performance, and 91% agreed that being a tutor made them consider pursuing teaching in the future. Thematic analysis of qualitative data identified 3 themes regarding peer tutoring: a more comfortable environment (69%), a more personalized teaching approach (34%), and variation in content taught (14%). Conclusion Preclinical tutees prefer being taught clinical skills by peer tutors compared to faculty, with the peer tutors also benefitting. Studies such as this, looking at long-term schemes, further validate peer tutoring and may encourage more medical schools to adopt this method as an effective way of clinical skills teaching. PMID:29922105

Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

Science.gov (United States)

Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

2015-01-01

This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments.…

Cross-Age Peer Tutoring in Physics: Tutors, Tutees, and Achievement in Electricity

Science.gov (United States)

Korner, Marianne; Hopf, Martin

2015-01-01

International comparisons reveal that lower-secondary-level students in Austria perform below the OECD mean in science. Guided by the search for remedies and improvements in science teaching, this study investigates whether cross-age peer tutoring is an appropriate method for teaching physics. A modern and concise definition of peer tutoring is…

A Tutoring System That Simulates the Highly Interactive Nature of Human Tutoring

Science.gov (United States)

Katz, Sandra; Albacete, Patricia L.

2013-01-01

For some time, it has been clear that students who are tutored generally learn more than students who experience classroom instruction (e.g., Bloom, 1984). Much research has been devoted to identifying features of tutorial dialogue that can explain its effectiveness, so that these features can be simulated in natural-language tutoring systems. One…

Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education

Directory of Open Access Journals (Sweden)

Sherran Clarence

2016-06-01

Full Text Available Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.

Intelligent tutoring system of the university department

Directory of Open Access Journals (Sweden)

A. S. Aleshchenko

2016-01-01

Full Text Available The aim of the research is intelligent tutoring system for planning and development of individual learning programs for students. One of the important components of modern training programs is the individual practice programs that are formed from the first course and built up in the process of learning in the subsequent courses. Each individual practice program is formed on the basis of the Working program of practice for a specific group. At later practice stages planning and adjustment of the individual program are worked out for a particular student.The agent-oriented approach for the planning of individual learning programs is used for the formation of individual practice program. Agents of the intelligent learning systems are created according to the requirements of service-oriented architecture. To apply knowledge there used an integrated approach to represent knowledge.As a result of research, the authors propose the architecture of intelligent educational systems of the University Department, using the repository of learning objects, telecommunication systems and such agents as: the learner, the assessment of the student’s knowledge, the formation of individual programs for learning, the personal learning environment, the methodical support, the businesses. The authors demonstrate the possibility for the formation of individual practice programs using an agent of the methodical support.Application of the approaches and technologies which were considered in the article will allow to solve problems of the formation of individual practice programs. The use of such applications will extend the possibilities of intelligent tutoring systems of the University departments.

Private Tutoring: Evidence from India

OpenAIRE

Azam, Mehtabul

2015-01-01

Drawing on the nationally representative "Participation and Expenditure in Education" surveys, we document the incidence and cost of private tutoring at different stages of schooling over the last two decades in India. As private tutoring involve two decisions: a) whether to take private tuition or not, and b) how much to spend on private tutoring conditional on positive decision in (a), we analyze the determinants of the two decisions separately using a Hurdle model. We find that private tut...

Parents' Involvement in Inclusive Education: An Empirical Test for the Psycho-Educational Development of Learners with Special Education Needs (SENs)

Science.gov (United States)

Afolabi, Olusegun Emmanuel

2014-01-01

There is mounting evidence that involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate the parental involvement concept and potential in a concrete context, this paper explains 1) the empirical literature that explains the…

Computer Tutors Get Personal

Science.gov (United States)

Johnson, David L.

2005-01-01

After decades of research in artificial intelligence (AI) and cognitive psychology, a number of companies have emerged that offer intelligent tutor system (ITS) soft ware to schools. These systems try to mimic the help that a human tutor would provide to an individual student, something nearly impossible for teachers to accomplish in the…

Does Private Tutoring Work? The Effectiveness of Private Tutoring: A Nonparametric Bounds Analysis

Science.gov (United States)

Hof, Stefanie

2014-01-01

Private tutoring has become popular throughout the world. However, evidence for the effect of private tutoring on students' academic outcome is inconclusive; therefore, this paper presents an alternative framework: a nonparametric bounds method. The present examination uses, for the first time, a large representative data-set in a European setting…

Rules of engagement: developing the online tutor

Directory of Open Access Journals (Sweden)

Lucy Golden

2012-08-01

Full Text Available This paper considers professional development in a context that is familiar and problematic to teaching teams in tertiary education everywhere, that of delivering online programmes with an ever-decreasing complement of staff. The Teaching Qualification Further Education (TQFE teaching team at University of Dundee confronted the reality of reduced staff numbers by centralising tutoring and support for programme participants. The new system involves standardising tutoring as far as possible through generic email, blog and microblog accounts, all badged “TQFE-Tutor” and staffed on a roster basis. Once the new “rules of engagement” via TQFE-Tutor were in place, it became clear that in addition to benefits in terms of student support, there were other unintended positive consequences: opportunities for informal professional development for staff and the promotion of effective team working. The experience of collective tutoring has facilitated collaboration on a range of innovations within online learning. This paper describes the evolution of the TQFE-Tutor innovation and reports upon a small scale study which was carried out to gather the views of the tutor team working with TQFE-Tutor. The authors conclude that the centralisation of communication and tutoring on the TQFE programme has been highly beneficial in terms of professional development for the team.

Twelve tips for successful e-tutoring using electronic portfolios.

Science.gov (United States)

Deketelaere, Ann; Degryse, Jan; De Munter, Agnes; De Leyn, Paul

2009-06-01

E-tutoring by means of a digital portfolio offers personal guidance in a context in which regular face-to-face contact between supervisor and student is difficult. However, implementing e-tutoring in practice is not always straightforward. This article investigates the conditions for successful e-tutoring of electronic portfolios. A combination of three methods is used: our own experience with e-tutoring, interviews with 14 tutors using an e-portfolio and the answers on questionnaires by 107 students. We present 12 tips to increase the chances of successful e-tutoring when using electronic portfolios. E-tutoring by means of electronic portfolios can be a feasible alternative in contexts in which face-to-face tutoring is difficult.

Investigating Microadaptation in One-to-One Human Tutoring

Science.gov (United States)

Siler, Stephanie Ann; VanLehn, Kurt

2015-01-01

The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different…

Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

Science.gov (United States)

MacGillivray, Laurie; Goode, Gretchen S.

2016-01-01

Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

Reciprocal Tutoring: Design with Cognitive Load Sharing

Science.gov (United States)

Chou, Chih-Yueh; Chan, Tak-Wai

2016-01-01

"Reciprocal tutoring," as reported in "Exploring the design of computer supports for reciprocal tutoring" (Chan and Chou 1997), has extended the meaning and scope of "intelligent tutoring" originally implemented in stand alone computers. This research is a follow-up to our studies on a "learning companion…

Strategies to improve the performance of learners in a nursing college Part I: Issues pertaining to nursing education

Directory of Open Access Journals (Sweden)

E Waterson

2006-09-01

Full Text Available Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a fouryear comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156. Trustworthiness was ensured in accordance with Lincoln and Guba’s (1985:290-326 principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors’ lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors’ marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing education in a nursing college. Strategies to improve the learners’ performance were described. It is recommended that these strategies be incorporated in the staff development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners’ performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

Parental Involvement and English Language Teaching to Young Learners: Parents' Experience in Aceh

OpenAIRE

Wati, Shafrida

2015-01-01

The interest of teaching English to young learners increased rapidly since the language has significant influence in the modern world. English is strongly associated with social and economic power in globalization's context. Introducing English earlier offers opportunities to awaken the learners' enthusiasm and curiosity about the language, to achieve native-like accent, and to enable them to learn the language easily at further levels. However, there are controversies, particularly, about th...

MOSEP – More Self-Esteem With My E-Portfolio Development of a Train-the-Trainer Course for E-Portfolio Tutors

Directory of Open Access Journals (Sweden)

Wolf Hilzensauer

2009-03-01

Full Text Available E-portfolios are known as a technology- supported learning method for the documentation of competency development. In this article the didactic approach, the course design and the results of the Leonardo da Vinci project MOSEP (More self-esteem with my e-portfolio are described. The main objective of the project was to develop, test and evaluate a new e-portfolio training concept for teachers and tutors in order to support learners during their competence development phase.

Perceived Benefits of Technology Enhanced Learning by Learners in Uganda: Three Band Benefits

OpenAIRE

Kafuko M. Maria; Namisango Fatuma; Byomire Gorretti

2016-01-01

Mobile learning (m-learning) is steadily growing and has undoubtedly derived benefits to learners and tutors in different learning environments. This paper investigates the variation in benefits derived from enhanced classroom learning through use of m-learning platforms in the context of a developing country owing to the fact that it is still in its initial stages. The study focused on how basic technology-enhanced pedagogic innovation like cell phone-based learning is enhancing classroom le...

Simulation-Based Cryosurgery Intelligent Tutoring System Prototype.

Science.gov (United States)

Sehrawat, Anjali; Keelan, Robert; Shimada, Kenji; Wilfong, Dona M; McCormick, James T; Rabin, Yoed

2016-04-01

As a part of an ongoing effort to develop computerized training tools for cryosurgery, the current study presents a proof of concept for a computerized tool for cryosurgery tutoring. The tutoring system lists geometrical constraints of cryoprobes placement, simulates cryoprobe insertion, displays a rendered shape of the prostate, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a preselected planning isotherm. The quality of trainee planning is measured in comparison with a computer-generated planning, created for each case study by previously developed planning algorithms. The following two versions of the tutoring system have been tested in the current study: (1) an unguided version, where the trainee can practice cases in unstructured sessions and (2) an intelligent tutoring system, which forces the trainee to follow specific steps, believed by the authors to potentially shorten the learning curve. Although the tutoring level in this study aims only at geometrical constraints on cryoprobe placement and the resulting thermal histories, it creates a unique opportunity to gain insight into the process outside the operation room. Post-test results indicate that the intelligent tutoring system may be more beneficial than the nonintelligent tutoring system, but the proof of concept is demonstrated with either system. © The Author(s) 2015.

Tutoring Online: Increasing Effectiveness with Best Practices

Science.gov (United States)

Turrentine, Penny; MacDonald, Lucy

2006-01-01

Is tutoring online more than just email? Two yearlong studies explored tutoring online in two different modes. One, from Atlantic Community College in New Jersey, looked at asynchronous (not real time) tutoring online using a discussion board. The other, at Pima Community College in Arizona, used synchronous (real time) online software. The…

Automated Session-Quality Assessment for Human Tutoring Based on Expert Ratings of Tutoring Success

Science.gov (United States)

Nye, Benjamin D.; Morrison, Donald M.; Samei, Borhan

2015-01-01

Archived transcripts from tens of millions of online human tutoring sessions potentially contain important knowledge about how online tutors help, or fail to help, students learn. However, without ways of automatically analyzing these large corpora, any knowledge in this data will remain buried. One way to approach this issue is to train an…

Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

Directory of Open Access Journals (Sweden)

Sogo F Matlala

2014-11-01

Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development

Science.gov (United States)

Rodríguez-Ruiz, Beatriz; Rodrigo, María José; Martínez-González, Raquel-Amaya

2015-01-01

The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents' positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency…

Intelligent Tutor

Science.gov (United States)

1990-01-01

NASA also seeks to advance American education by employing the technology utilization process to develop a computerized, artificial intelligence-based Intelligent Tutoring System (ITS) to help high school and college physics students. The tutoring system is designed for use with the lecture and laboratory portions of a typical physics instructional program. Its importance lies in its ability to observe continually as a student develops problem solutions and to intervene when appropriate with assistance specifically directed at the student's difficulty and tailored to his skill level and learning style. ITS originated as a project of the Johnson Space Center (JSC). It is being developed by JSC's Software Technology Branch in cooperation with Dr. R. Bowen Loftin at the University of Houston-Downtown. Program is jointly sponsored by NASA and ACOT (Apple Classrooms of Tomorrow). Other organizations providing support include Texas Higher Education Coordinating Board, the National Research Council, Pennzoil Products Company and the George R. Brown Foundation. The Physics I class of Clear Creek High School, League City, Texas are providing the classroom environment for test and evaluation of the system. The ITS is a spinoff product developed earlier to integrate artificial intelligence into training/tutoring systems for NASA astronauts flight controllers and engineers.

Student-centered tutoring as a model for patient-centeredness and empathy.

Science.gov (United States)

Meirovich, Adaya; Ber, Rosalie; Moore, Michael; Rotschild, Avi

2016-01-01

Curriculum planners and medical teachers attempt to enhance medical students' empathy and patient-centeredness. Despite educational efforts, there is stability in medical students' empathy and patient-centered medicine during the preclinical stage and a decline in both of them throughout the clinical years. Student-tutor relationship plays a key role in students' learning. This study tests the effect of learner-centered tutoring on students' empathy, patient-centeredness, and behavior. The cohort of 55 students was divided into groups of seven or eight. The experimental group's tutors underwent LC mentoring. Empathy was assessed with the Jefferson Scale of Physician Empathy for Students; PC attitude was assessed with the Patient-Provider Orientation Scale (PPOS). Behavior was assessed by simulations of doctor-patient encounters with 32 students at the end of the third year. Each student participated in three such simulations, during which we analyzed ten aspects of physician-patient communication via Roter interaction analysis system (RIAS)-coded audiotapes. A significant group difference was found for three RIAS categories: building a relationship and patient-centeredness, where the mean percentage of the experimental group was significantly higher than that of the control group, and gathering data, where the mean percentage of the experimental group was significantly lower than that of the control group. A significant correlation was found in the experimental group between empathy and positive talk and between PPOS and three of the RIAS categories: gathering data, psychosocial talk, and patient-centeredness. A significant negative correlation was found in the experimental group between PPOS and two of the RIAS categories: negative talk and doctor-centeredness. Two significant negative correlations were found in the control group: between empathy and patient-centeredness and PPOS and negative talk. The LC approach supports two of the RIAS categories, corresponding

Tutoring Adolescents in Literacy: A Meta-Analysis

Science.gov (United States)

Jun, Seung Won; Ramirez, Gloria; Cumming, Alister

2010-01-01

What does research reveal about tutoring adolescents in literacy? We conducted a meta-analysis, identifying 152 published studies, of which 12 met rigorous inclusion criteria. We analyzed the 12 studies for the effects of tutoring according to the type, focus, and amount of tutoring; the number, age, and language background of students; and the…

Authoring Model-Tracing Cognitive Tutors

Science.gov (United States)

Blessing, Stephen B.; Gilbert, Stephen B.; Ourada, Stephen; Ritter, Steven

2009-01-01

Intelligent Tutoring Systems (ITSs) that employ a model-tracing methodology have consistently shown their effectiveness. However, what evidently makes these tutors effective, the cognitive model embedded within them, has traditionally been difficult to create, requiring great expertise and time, both of which come at a cost. Furthermore, an…

Stupid Tutoring Systems, Intelligent Humans

Science.gov (United States)

Baker, Ryan S.

2016-01-01

The initial vision for intelligent tutoring systems involved powerful, multi-faceted systems that would leverage rich models of students and pedagogies to create complex learning interactions. But the intelligent tutoring systems used at scale today are much simpler. In this article, I present hypotheses on the factors underlying this development,…

Health behaviour, decision making and perceived parenting: are ...

African Journals Online (AJOL)

The findings, therefore, suggest that authoritative parenting, vigilant decision making and frequent engagement in healthy lifestyle behaviours were the most prevalent behaviours amongst male and female learners. Keywords: Adolescence, decision making, gender, healthy lifestyle behaviours, learners, parenting ...

Learning from a Computer Tutor with Natural Language Capabilities

Science.gov (United States)

Michael, Joel; Rovick, Allen; Glass, Michael; Zhou, Yujian; Evens, Martha

2003-01-01

CIRCSIM-Tutor is a computer tutor designed to carry out a natural language dialogue with a medical student. Its domain is the baroreceptor reflex, the part of the cardiovascular system that is responsible for maintaining a constant blood pressure. CIRCSIM-Tutor's interaction with students is modeled after the tutoring behavior of two experienced…

Engaging Students as Tutors, Trainers, and Leaders

Science.gov (United States)

Derrick, Deirdre

2015-01-01

While starting a tutoring program may seem like a daunting and time-consuming task, it does not have to be. The best way to approach the creation and development of a tutoring service is with a list of clear objectives. In this article, the author describes the process she used to create a tutoring program with her English as a foreign language…

The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy - a comparison of the effects of participation between the senior and junior near-peer tutors.

Science.gov (United States)

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

Background While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Conclusions Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy--a comparison of the effects of participation between the senior and junior near-peer tutors.

Science.gov (United States)

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

Two approaches to physics tutoring

Science.gov (United States)

Solomaniuck, Tania

One in two first-year students at science or biomedical faculties fail in basic subjects such as mathematics, chemistry or physics. Course-specific tutoring is one of the available means for improving their performance. In the present research, two tutoring models are developed. Both incorporate independent learning, but from different perspectives and priorities. A pragmatic tutoring approach. The first part of the thesis describes the search process for an optimal course-specific tutoring strategy for a standard first-year physics course in life sciences curricula. After a number of empirical research rounds, a pragmatic compromise emerged as the most suitable form of tutoring. The approach is characterised by: (1) priority to questions from students; (2) a high degree of interactivity with the tutor and among students; (3) due consideration to the number of questions to be dealt with and the depth in which they should be discussed. Most students participating in the tutoring sessions expressed their satisfaction and performed sufficiently well in their exams. However, there was still a problem: the students' insight into the course material was restricted to first-order processing of the syllabus. While this would be satisfactory in non-scientific study programmes, it is deemed insufficient in programmes where deeper insight is required in order that students be able to deal adequately with new conceptual questions or problems. In-depth tutoring. In science programmes, the core objective is for students to acquire in-depth knowledge. Therefore, science educators are designing and studying teaching methods that are geared not only to the acquisition of in-depth knowledge as such, but also to the motivation of students to take a more in-depth approach to learning. Some of the crucial notions in their research are: the extent to which the course content ties in with students' prior knowledge, problem-setting strategies and concept-context linking. 'In

DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH

Directory of Open Access Journals (Sweden)

Elizabeth Snelgar

2012-09-01

Full Text Available Research has shown that acquisition of literacy skills and the ultimate realisation of literacy, which involves comprehension of the written text, require more than the ability to decode individual words. This study provides a synopsis of current research on the topics of globalisation, the resultant cultural incompatibility in the classroom, emergent literacy, vocabulary development, reading, and reading comprehension. As such, it offers a discussion of a comparative study of limited English-proficient (LEP/English language learners (ELLs acquiring first-time literacy, with the attendant vocabulary deficits and lack of age-appropriate decoding skills. Quantitative and qualitative approaches were combined to examine the differences between reading skills, comprehension, and vocabulary when a learner born of foreign parents acquires first-time literacy in a language other than his or her home language. Statistical techniques were used to analyse and interpret the research results. Analysis of the study results isolates and specifies an at-risk educational minority through the identification of a hidden comprehension deficit (HCD.

Action towards hope: Addressing learner behaviour in a classroom

Directory of Open Access Journals (Sweden)

Raelene LeeFon

2013-11-01

Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models

Science.gov (United States)

Taras, Maddalena

2016-01-01

Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and…

Digitales Peer-Tutoring - Explorative Analyse eines Peer-Video-Tutoring auf YouTube

OpenAIRE

Lebedynska, Viktoriya

2016-01-01

Als eine der erfolgreichsten und empirisch gut erforschten Methoden ist das Peer-Tutoring in den pädagogischen Kreisen äußerst beliebt. Neue organisatorische Anforderungen an Schule, wie die Einführung von G8 und die steigende Erwerbstätigkeit beider Elternteile, sowie neue didaktische Anforderungen, wie etwa Inklusion, eröffnen neue Möglichkeiten und Potentiale für den Einsatz des Peer-Tutoring. Die vorliegende Arbeit hat die Bearbeitung zweier Schwerpunkte zum Ziel. Zunächst wird das kla...

[The good PBL tutor--to be or not to be: instructional films for tutors].

Science.gov (United States)

Skelin, Silvia; Huwendiek, Sören; Nikendei, Christoph; Dieter, Peter; Kirschfink, Michael; Bosse, Hans-Martin

2008-01-01

Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge. For this reason, the previous decades have seen a distribution of the method to medical schools across the world. The role of the tutor assumes particular importance since, in contrast to the traditional university system, he or she serves as a facilitator who fosters and structures content-related and group-dynamic learning processes. In some cases, this requires an intervention by the tutor. The major challenge is to intervene at the right time and in an appropriate manner. This paper presents examples of difficult PBL situations using short film sequences to demonstrate and comments on potential approaches of the tutor in attempting to resolve the problem. Standard problem situations within a PBL tutorial were defined and produced in a film. A collection of seven frequent critical PBL situations are presented in short film sequences. Potential instruments of intervention are demonstrated in the videos and discussed. The film sequences may be downloaded in the supplementary of the electronic version of this article (www.sciencedirect.com). Within the framework of a tutor-training programme, the problematic situations and interventions presented in this article will help to sensitise tutors to potentially critical PBL tutorial situations and aid the development of individual resolution approaches.

HIGHER EDUCATION, ONLINE TUTORING AND THE TEACHING PROFESSION

Directory of Open Access Journals (Sweden)

Luis Roberto de Camargo Ribeiro

2009-12-01

Full Text Available This article brings the analysis of a study—of a descriptive-analytical nature—about online tutoring, some of its characteristics and peculiarities as compared to face-to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

The Effectiveness of Tutoring on Developmental English Grades

Science.gov (United States)

Vick, Nicholas; Robles-Piña, Rebecca A.; Martirosyan, Nara M.; Kite, Valerie

2015-01-01

Tutoring is an important form of academic support for developmental education students. A comparison study was conducted to investigate the benefits of tutoring on the final grades for developmental English students who participated in tutoring versus those students who did not. The final grades for three consecutive semesters were analyzed to…

EIGHT KEYS BEFORE LEARNING TO SPEAK ENGLISH: (A Proposal for Motivating EFL Speaking Learners in Indonesia

Directory of Open Access Journals (Sweden)

Abd Wafi

2015-11-01

Full Text Available Being able to speak English fluently is as measuring rod for someone who is said to be good at English. In Indonesian context, English is still as foreign language and this becomes problem for them who want to learn it. The problem could be caused by the difficulty of the English itself, the learners’ personality and the process in learning it. There are ample solutions to deal with those difficulties; however, the writer provides a solution as a proposal for motivating the learners; there are 8 keys to be possessed by the learners before they learn to speak English. They are (1 Listen up, (2 be good at imitating, (3 use the mouth, (4 check the voice, (5 have the motion, (6 smile, (7 thank God, and (8 love. The solution is as inner drive or  instrinsic motivation for the learners and it can also be used by the teachers, tutors and lecturers as reference for motivatingthe learners in learning or in mastering English speaking.

Strategies to improve the performance of learners in a nursing college Part II: Issues pertaining to management, attitudes and values

Directory of Open Access Journals (Sweden)

E Waterson

2006-09-01

Full Text Available This article forms part two of a bigger study that was conducted in a nursing college to explore and describe the reasons for the poor performance of learners. Part one of the study dealt with the issues pertaining to education, while this article (part two seeks to describe issues pertaining to management, attitudes and values that lead to the poor performance of learners in the nursing college under study. A qualitative, exploratory and descriptive design that was contextual in nature was employed, and three focus groups interviews were conducted. Seven tutors formed one group while other two groups were formed by fourth-year learners following a comprehensive diploma course. All participants voluntarily participated in the study. Data was analyzed using the descriptive method of open coding in accordance with Tesch’s protocol (in Creswell, 1994:154-156. Trustworthiness was ensured using the following principles: credibility, conformability, transferability and dependability (Lincoln & Guba 1985:290-326. Findings were categorized into issues pertaining to management, attitudes and values that had an influence on the poor performance of learners as follows: Management: Inadequate resources and study facilities; policies that change frequently; tutors’ dissatisfaction with regard to staff development, the lack of involvement by management and lack of management support, staff shortage and maldistribution of staff members; ineffective selection process of learners; inconsistent regulations, and too many of them; policies and procedures resulting in confusion and poor discipline. Attitudes and values: Tutors’ lack of motivation and interest, lack of respect by learners and no team work among tutors.Through a conceptualization process and the recommendations by participants, strategies to improve the learners’ performance were described. It is recommended that these strategies be submitted to the staff development committee for

Complexities and constraints influencing learner performance in physical science

Directory of Open Access Journals (Sweden)

Mavhungu Abel Mafukata

2016-01-01

Full Text Available This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education examination results. Twenty six schools (n=26 were purposively selected from three circuits of education (n=3. From these schools, two learners were randomly selected (n=52 for interviews. In addition, two circuit managers (n=2 were conveniently selected as part of Key Informant Interviews (KII. For the Focus Group Discussions (FGDs, twelve (n=12 parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs should be established.

Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students.

Science.gov (United States)

DuBois, Matthew R; Volpe, Robert J; Burns, Matthew K; Hoffman, Jessica A

2016-12-01

Knowledge of letters sounds has been identified as a primary objective of preschool instruction and intervention. Despite this designation, large disparities exist in the number of letter sounds children know at school entry. Enhancing caregivers' ability to teach their preschool-aged children letter sounds may represent an effective practice for reducing this variability and ensuring that more children are prepared to experience early school success. This study used a non-concurrent multiple-baseline-across-participants design to evaluate the effectiveness of caregivers (N=3) delivering a computer-assisted tutoring program (Tutoring Buddy) targeting letter sound knowledge to their preschool-aged children. Visual analyses and effect size estimates derived from Percentage of All Non-Overlapping Data (PAND) statistics indicated consistent results for letter sound acquisition, as 6weeks of intervention yielded large effects for letter sound knowledge (LSK) across all three children. Large effect sizes were also found for letter sound fluency (LSF) and nonsense word fluency (NWF) for two children. All three caregivers rated the intervention as highly usable and were able to administer it with high levels of fidelity. Taken together, the results of the present study found Tutoring Buddy to be an effective, simple, and usable way for the caregivers to support their children's literacy development. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

International Students as Peer Tutors: Is It Lawful?

Science.gov (United States)

Leach-López, Maria A.

2010-01-01

Students enrolled in Principles of Accounting courses might require peer tutoring services. Accounting Departments (schools) can assist these students by maintaining a list of students offering tutoring services for a fee. The opportunity to be included in the list of tutors must be offered to all university students, both domestic and foreign.…

Tutoría entre pares como una estrategia pedagógica universitaria Tutoria entre pares como estrategia pedagógica universitária Peer tutoring as an educational strategy in college

Directory of Open Access Journals (Sweden)

Claudia Esperanza Cardozo-Ortiz

2011-08-01

analysis. The findings were organized into four pivotal areas; namely, a union of values and academia, where integrating ties are shared, constructed and created; tutors who serve as learners and mediators; educational actors who facilitate the mentoring process; and the need for a greater commitment on the part of the university community.

Parent Involvement: Perceptions of Recent Immigrant Parents in a Suburban School District, Minnesota

Science.gov (United States)

Nam, Bu-Hyun; Park, Duk-Byeong

2014-01-01

The study aimed to examine the perceptions of immigrant parents regarding their school's efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school…

Holistic curriculum development: tutoring as a support process ...

African Journals Online (AJOL)

The tutor's role in these involves different aspects of teaching and learning. In this article I explore the value of tutoring as a means of supporting the holistic curriculum development process. I reflect on the reason for introducing a system of tutoring for students in curriculum studies and the results of its implementation on ...

The Politics of Tutoring: Feminism within the Patriarchy.

Science.gov (United States)

Woolbright, Meg

1992-01-01

Examines a writing conference between a tutor and a student, both feminists. Discusses the conflicts expressed by the tutor and the student as they attempt to espouse feminist values within a patriarchal system. Concludes that feminism (and good tutoring) will have a chance only if students have options and the power to choose. (RS)

When learners become teachers: a review of peer teaching in medical student education.

Science.gov (United States)

Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

Exploring the tutor-student interaction in a blended university course

Directory of Open Access Journals (Sweden)

Krasnova Tatiana

2016-01-01

Full Text Available A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show that professional tutoring and the effective tutor-student interaction help students to improve their learning efficacy and to have a greater personal responsibility for their outcomes.

Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

Science.gov (United States)

Swindle, Nicholas; Wimsatt, Leslie

2015-11-01

Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

The Effectiveness of Peer Tutoring Programs in Elementary Schools

OpenAIRE

Gee, Melinda

2004-01-01

The present review examined the effectiveness of three peer tutoring programs: cross-age peer tutoring, Classwide Peer Tutoring (CWPT), and Peer-Assisted Learning Strategies (PALS), for elementary students in the academic areas of math and reading. The research reviewed indicates students who participated in cross-age peer tutoring and CWPT had improved test scores on basic math facts as well as increased math scores on standardized assessments. Students also showed improvement in reading flu...

5 Ways to Improve Tutoring Programs

Science.gov (United States)

Gordon, Edward E.

2009-01-01

Tutoring has become a familiar tool that schools use to reinforce classroom teaching and improve student achievement. That's especially been the case because of No Child Left Behind (NCLB) and its provisions for supplemental education. Educators faced with developing or supporting tutoring services for students should consider five practical…

Peer Tutoring in Programming: Lessons Learned

Science.gov (United States)

Gerhardt, Jill; Olan, Michael

2010-01-01

This article describes our experience with peer tutoring in introductory programming courses. This tutoring concept was one of the integral support services out of five student services, which were part of a National Science Foundation Grant, designed to improve education, increase retention, improve professional development and employability, and…

A tutoring package to teach pronunciation of Mandarin Chinese characters.

Science.gov (United States)

Wu, Hang; Miller, L Keith

2007-01-01

We examined the effects of a tutoring package (verbal modeling, prompts, and contingent praise/ Chinese conversations with the tutor) on the performance of a college student's Mandarin Chinese pronunciation. The effects of the tutoring package were analyzed using a multiple baseline design across two sets of 50 Chinese characters. The tutoring package produced improvement in the student's correct pronunciation of Chinese characters from 48% (pretutoring) to 90% (posttutoring). Results suggested that the tutoring package produced mastery pronunciation of targeted Mandarin Chinese vocalizations by a nonnative speaker.

Tutors Can Improve Students' Reading Skills

Science.gov (United States)

Nelson-Royes, Andrea M.

2013-01-01

In this article the author suggests that tutoring has helped students to become more organized, self-assured, and proficient at identifying relationships between ideas. Successful tutoring requires: (1) at least one attentive adult who has the time to speak with students about academic matters, personal problems, and the importance of performing…

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

Directory of Open Access Journals (Sweden)

Zamora Javier

2007-06-01

Full Text Available Abstract Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor' on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC. Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part

Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

Science.gov (United States)

Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Jünger, Jana; Riessen, Reimer; Nikendei, Christoph

2008-01-01

Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students) taught by one student tutor. Methods The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. Results 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments). Acceptance was very high (5.69 ± 0.07, mean ± SEM), and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 ± 0.08, all p skills training to be provided by faculty staff only. Focus group analyses with tutors revealed 18 different topics, including profit in personal knowledge and personal satisfaction through teaching activities. The ratio of 1:4 tutor/tutees was regarded to be very beneficial for effective feedback, and the personalized online evaluation by tutees to be a strong motivator and helpful for further improvements. The tutors ascribed great importance to the continuous availability of a contact doctor in case of uncertainties. Conclusion This study demonstrates that peer teaching in undergraduate technical clinical skills training is feasible and widely accepted among tutees, provided that the tutors receive sufficient training and supervision. PMID:18400106

Computer-Game-Based Tutoring of Mathematics

Science.gov (United States)

Ke, Fengfeng

2013-01-01

This in-situ, descriptive case study examined the potential of implementing computer mathematics games as an anchor for tutoring of mathematics. Data were collected from middle school students at a rural pueblo school and an urban Hispanic-serving school, through in-field observation, content analysis of game-based tutoring-learning interactions,…

Impact of Paired Tutoring and Mentoring.

Science.gov (United States)

Bruce, Jennifer E.; Trammell, Jack

2003-01-01

Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were…

Active Collaborative Learning through Remote Tutoring

Science.gov (United States)

Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

2017-01-01

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

Plug-In Tutor Agents: Still Pluggin'

Science.gov (United States)

Ritter, Steven

2016-01-01

"An Architecture for Plug-in Tutor Agents" (Ritter and Koedinger 1996) proposed a software architecture designed around the idea that tutors could be built as plug-ins for existing software applications. Looking back on the paper now, we can see that certain assumptions about the future of software architecture did not come to be, making…

The near-peer tutoring programme: embracing the ‘doctors-to-teach’ philosophy – a comparison of the effects of participation between the senior and junior near-peer tutors

Directory of Open Access Journals (Sweden)

Siaw-Cheok Liew

2015-09-01

Full Text Available Background: While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors’ perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods: Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1 students, and to the 2 near-peer tutors (junior and senior after each teaching and learning session for self-evaluation. Results: The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03. As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210 to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701. The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001. Students’ evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003. Conclusions: Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

The near-peer tutoring programme: embracing the ‘doctors-to-teach’ philosophy – a comparison of the effects of participation between the senior and junior near-peer tutors

Science.gov (United States)

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

Background While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors’ perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students’ evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Conclusions Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path. PMID:26356229

Integrating Hypermedia Objects In An Intelligent Tutoring System

Directory of Open Access Journals (Sweden)

Emilia PECHEANU

2001-12-01

Full Text Available The paper describes the internal architecture of an Intelligent Tutoring System, CS-Tutor. The architectural design of the tutorial system was developed in a collaborative work at the Department of Computer Science of the University of Galati and the Department of Applied Informatics of the Faculty of Computer Science of Iasi. Intelligent Tutoring Systems (ITS are software packages which use the Artificial Intelligence techniques to aid in learning of some subject or skill. In recent years, Hypermedia has been gained the interest of many researchers working in the teaching field of study. The CS-Tutor internal architecture is based upon integrating Hypermedia Objects in an Intelligent Knowledge-Based frame.

Bridge: Intelligent Tutoring with Intermediate Representations

Science.gov (United States)

1988-05-01

Research and Development Center and Psychology Department University of Pittsburgh Pittsburgh, PA. 15260 The Artificial Intelligence and Psychology...problem never introduces more than one unfamiliar plan. Inteligent Tutoring With Intermediate Representations - Bonar and Cunniigbam 4 You must have a... Inteligent Tutoring With ntermediate Representations - Bonar and Cunningham 7 The requirements are specified at four differcnt levels, corresponding to

Student Perceptions of Online Tutoring Videos

Science.gov (United States)

Sligar, Steven R.; Pelletier, Christopher D.; Bonner, Heidi Stone; Coghill, Elizabeth; Guberman, Daniel; Zeng, Xiaoming; Newman, Joyce J.; Muller, Dorothy; Dennis, Allen

2017-01-01

Online tutoring is made possible by using videos to replace or supplement face to face services. The purpose of this research was to examine student reactions to the use of lecture capture technology in a university tutoring setting and to assess student knowledge of some features of Tegrity lecture capture software. A survey was administered to…

FUDAOWANG: A Web-Based Intelligent Tutoring System Implementing Advanced Education Concepts

Science.gov (United States)

Xu, Wei; Zhao, Ke; Li, Yatao; Yi, Zhenzhen

2012-01-01

Determining how to provide good tutoring functions is an important research direction of intelligent tutoring systems. In this study, the authors develop an intelligent tutoring system with good tutoring functions, called "FUDAOWANG." The research domain that FUDAOWANG treats is junior middle school mathematics, which belongs to the objective…

Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study

Science.gov (United States)

Ellaway, Rachel H; Round, Jonathan; Vaughan, Sophie; Poulton, Terry; Zary, Nabil

2015-01-01

Background The impact of the use of video resources in primarily paper-based problem-based learning (PBL) settings has been widely explored. Although it can provide many benefits, the use of video can also hamper the critical thinking of learners in contexts where learners are developing clinical reasoning. However, the use of video has not been explored in the context of interactive virtual patients for PBL. Objective A pilot study was conducted to explore how undergraduate medical students interpreted and evaluated information from video- and text-based materials presented in the context of a branched interactive online virtual patient designed for PBL. The goal was to inform the development and use of virtual patients for PBL and to inform future research in this area. Methods An existing virtual patient for PBL was adapted for use in video and provided as an intervention to students in the transition year of the undergraduate medicine course at St George’s, University of London. Survey instruments were used to capture student and PBL tutor experiences and perceptions of the intervention, and a formative review meeting was run with PBL tutors. Descriptive statistics were generated for the structured responses and a thematic analysis was used to identify emergent themes in the unstructured responses. Results Analysis of student responses (n=119) and tutor comments (n=18) yielded 8 distinct themes relating to the perceived educational efficacy of information presented in video and text formats in a PBL context. Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text. Student responses indicated that the use of video slowed the pace of PBL and impeded students’ ability to review and critically appraise the presented information. Conclusions Our findings suggest that text was perceived to be a

Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study.

Science.gov (United States)

Woodham, Luke A; Ellaway, Rachel H; Round, Jonathan; Vaughan, Sophie; Poulton, Terry; Zary, Nabil

2015-06-18

The impact of the use of video resources in primarily paper-based problem-based learning (PBL) settings has been widely explored. Although it can provide many benefits, the use of video can also hamper the critical thinking of learners in contexts where learners are developing clinical reasoning. However, the use of video has not been explored in the context of interactive virtual patients for PBL. A pilot study was conducted to explore how undergraduate medical students interpreted and evaluated information from video- and text-based materials presented in the context of a branched interactive online virtual patient designed for PBL. The goal was to inform the development and use of virtual patients for PBL and to inform future research in this area. An existing virtual patient for PBL was adapted for use in video and provided as an intervention to students in the transition year of the undergraduate medicine course at St George's, University of London. Survey instruments were used to capture student and PBL tutor experiences and perceptions of the intervention, and a formative review meeting was run with PBL tutors. Descriptive statistics were generated for the structured responses and a thematic analysis was used to identify emergent themes in the unstructured responses. Analysis of student responses (n=119) and tutor comments (n=18) yielded 8 distinct themes relating to the perceived educational efficacy of information presented in video and text formats in a PBL context. Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text. Student responses indicated that the use of video slowed the pace of PBL and impeded students' ability to review and critically appraise the presented information. Our findings suggest that text was perceived to be a better source of information than video in virtual

Difficult incidents and tutor interventions in problem-based learning tutorials.

Science.gov (United States)

Kindler, Pawel; Grant, Christopher; Kulla, Steven; Poole, Gary; Godolphin, William

2009-09-01

Tutors report difficult incidents and distressing conflicts that adversely affect learning in their problem-based learning (PBL) groups. Faculty development (training) and peer support should help them to manage this. Yet our understanding of these problems and how to deal with them often seems inadequate to help tutors. The aim of this study was to categorise difficult incidents and the interventions that skilled tutors used in response, and to determine the effectiveness of those responses. Thirty experienced and highly rated tutors in our Year 1 and 2 medical curriculum took part in semi-structured interviews to: identify and describe difficult incidents; describe how they responded, and assess the success of each response. Recorded and transcribed data were analysed thematically to develop typologies of difficult incidents and interventions and compare reported success or failure. The 94 reported difficult incidents belonged to the broad categories 'individual student' or 'group dynamics'. Tutors described 142 interventions in response to these difficult incidents, categorised as: (i) tutor intervenes during tutorial; (ii) tutor gives feedback outside tutorial, or (iii) student or group intervenes. Incidents in the 'individual student' category were addressed relatively unsuccessfully (effective 75% of the time) by response (iii). None of the interventions worked well when used in response to problems related to 'group dynamics'. Overall, 59% of the difficult incidents were dealt with successfully. Dysfunctional PBL groups can be highly challenging, even for experienced and skilled tutors. Within-tutorial feedback, the treatment that tutors are most frequently advised to apply, was often not effective. Our study suggests that the collective responsibility of the group, rather than of the tutor, to deal with these difficulties should be emphasised.

PENERAPAN MODEL PEMBELAJARAN TUTOR SEBAYA PADA MATA PELAJARAN SOSIOLOGI

Directory of Open Access Journals (Sweden)

Ningrum Pusporini Anggorowati

2013-04-01

Full Text Available Tujuan penelitian ini adalah untuk mengetahui pelaksanaannya model pembelajaran tutor sebaya (peer teaching di SMAN I Brebes. Subjek dalam penelitian ini adalah guru sosiologi kelas XI IPS 1 dan siswa kelas XI IPS 1. Hasil penelitian menunjukkan peer teaching memerlukan persiapan yang matang, dan setiap tahap pelaksanaan hendaknya dievaluasi untuk mendapatkan hasil yang baik. Faktor pendukung dalam pelaksanaan model pembelajaran tutor sebaya antara lain yaitu adanya interaksi antara guru dengan siswa, minat belajar siswa cukup tinggi, guru dan siswa lebih akrab dalam kegiatan pembelajaran, keterlibatan tutor sebaya dalam kelompok belajar membuat suasana pembelajaran lebih menarik, sedangkan faktor penghambatnya antara lain yaitu kurangnya persiapan dari para tutor, sarana dan prasarana kurang memadai, kegiatan pembelajaran kurang kondusif, dan sumber belajar kurang memadai. The objective of this study is to examine the implementation of peer tutoring learning model (peer teaching in SMAN I Brebes. Subjects in this study were teachers sociology class XI IPS 1 and class XI IPS 1. Results show that the implementation of peer teaching requires preparation, and each stage of the implementation should be evaluated to obtain good results. Factors supporting the implementation of peer tutoring learning model, among others, the interaction between teachers and students, and also student interest is high; teachers and students are more familiar in learning activities, and peer tutor involvement in the study group to make the learning environment more attractive. The inhibiting factor of peer teaching strategy include among others the lack of preparation of the tutors, inadequate infrastructure, lack of conducive learning activities, and learning resources are inadequate.

Could Intelligent Tutors Anticipate Successfully User Reactions?

Science.gov (United States)

Kalisz, Eugenia; Florea, Adina Magda

2006-06-01

Emotions have been shown to have an important impact on several human processes such as decision-making, planning, cognition, and learning. In an e-learning system, an artificial tutor capable of effectively understanding and anticipating the student emotions during learning will have a significantly enhanced role. The paper presents a model of an artificial tutor endowed with synthesized emotions according to the BDE model, previously developed by the authors. It also analyzes possible student reactions while interacting with the learning material and the way the artificial tutor could anticipate and should respond to these reactions, with adequate actions.

What do parents really want? Parents' perceptions of their children's schooling

Directory of Open Access Journals (Sweden)

Corinne Meier

2015-05-01

Full Text Available International evidence confirms that parental involvement has substantial benefits for families and schools, as well as long-term economic benefits for developed and developing countries. To implement sound parental involvement two-way communication between home and school is essential. Schools worldwide tend to focus on communication from the school to the home, and afford parents fewer opportunities to express their perceptions of the quality of schooling. However, researcher-based, national and international surveys of parent opinion indicate that school endeavours to improve learner outcomes depend to a large extent on the data provided by parents. This article examines parents' perceptions of their child's schooling, gathered by means of an annual questionnaire administered in a public primary school in Gauteng, South Africa. A researcher-designed questionnaire administered annually over two consecutive years (2012 and 2013 was used to gauge parents' opinions of school culture, home-school communication, classroom instruction and classroom organisation. The results indicate that parents were generally satisfied with all four areas. However, parents indicated concerns about reporting on an individual learner's progress, academic achievement, and social and emotional wellbeing, as well as academic enrichment opportunities, and ways for parents to assist learning at home. In terms of classroom instruction and organisation, variations in parent responses emerged according to grade levels, and over the two-year reporting period. Recommendations were made, which could benefit other schools wishing to improve two-way communication with families through parent questionnaires.

Exploring the tutor-student interaction in a blended university course

OpenAIRE

Krasnova, Tatiana Ivanovna; Popova, Anna

2016-01-01

A meaningful tutor-student interaction requires a new insight into pedagogical principles and proper implementation of modern teaching strategies. This paper aims to contribute to the understanding of online tutoring in blended learning settings and the impact of the tutor-student interaction on the learning process. The article reports on the results of the study on students’ evaluation of the tutor’s role and the tutor-student interaction in a blended university course. The findings show th...

Peer tutoring programs in health professions schools.

Science.gov (United States)

Santee, Jennifer; Garavalia, Linda

2006-06-15

Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

The effect of attending tutoring on course grades in Calculus I

Science.gov (United States)

Rickard, Brian; Mills, Melissa

2018-04-01

Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to the tutoring centre is correlated with an increase of a students' course grade by one per cent, after controlling for prior academic ability. We also found that for lower-achieving students, attending tutoring had a greater impact on final grades.

The Effect of Peer-Assisted Mediation vs. Tutor-Intervention within Dynamic Assessment Framework on Writing Development of Iranian Intermediate EFL Learners

Science.gov (United States)

Erfani, Shiva Seyed; Nikbin, Sareh

2015-01-01

Dynamic assessment originates in the Zone of Proximal Development (ZPD). Practicing dynamic assessment necessarily requires the development of ZPD. This study aimed to investigate the effect of peer-assisted mediation vs. tutor-intervention within dynamic assessment framework on writing development and the attitude of Iranian intermediate EFL…

What makes a successful volunteer Expert Patients Programme tutor? Factors predicting satisfaction, productivity and intention to continue tutoring of a new public health workforce in the United Kingdom.

Science.gov (United States)

Macdonald, Wendy; Kontopantelis, Evangelos; Bower, Peter; Kennedy, Anne; Rogers, Anne; Reeves, David

2009-04-01

Better management of chronic conditions is a challenge for public health policy. The Expert Patients Programme was introduced into the United Kingdom to improve self-care in people with long-term conditions. To deliver self-care courses, the programme relies on the recruitment and continued commitment to delivering the courses of volunteer lay tutors who have long-term conditions. Ensuring the tutor workforce is productive, satisfied in their role and retained long-term is central to the viability of the programme. This exploratory study aimed to determine what factors predict productivity, intention to continue tutoring, and satisfaction in a sample of volunteer tutors from the Expert Patients Programme. A cross-sectional survey of 895 tutors was carried out and 518 (58%) responded. The questionnaire was designed to describe the characteristics, productivity, intention to continue tutoring, and satisfaction of tutors. Multiple linear regression analyses were used to examine the determinants of productivity, intention to continue tutoring, and satisfaction, such as patient demographics, attitudes, physical and mental health, mastery and self-esteem. Attitudes relating to personal goals, and better health were significant predictors of satisfaction with the tutor role. Only a small proportion of the variance in productivity was accounted for, and tutors were more likely to be productive when they were single, homeowners, car owners, and had lower scores on the depression scale. Overall satisfaction and personal goals were predictors of intention to continue tutoring. Demographic factors, health measures and attitudes each predicted different aspects of the experience of work conducted by the volunteer tutors. The results should prove useful for planning interventions to enhance the success of this new workforce initiative. Attempts to increase participation in courses by people from deprived backgrounds are likely to be enhanced if tutors come from similar

Does family structure matter? Comparing the life goals and aspirations of learners in secondary schools

Directory of Open Access Journals (Sweden)

Eugene Lee Davids

2013-01-01

Full Text Available The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the Western Cape. The data were collected using the Aspirations Index and a short biographical questionnaire. The results suggest that there was a significant main effect of family structure on certain goals and aspirations of learners in secondary schools. These goals and aspirations included wealth, image, personal growth, relationships, and health. Furthermore, learners in single-parent families placed more emphasis on intrinsic goals.

Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

OpenAIRE

Kassab, Salah Eldin; Hassan, Nahla; El-Araby, Shimaa; Salem, Abdel Halim; Alrebish, Saleh Ali; Al-Amro, Ahmed S.; Al-Shobaili, Hani A.; Hamdy, Hossam

2017-01-01

Purpose: There are no published instruments, which measure tutor motivation for conducting small group tutorials in problem-based learning programs. Therefore, we aimed to develop a motivation for tutoring questionnaire in problem-based learning (MTQ-PBL) and evaluate its construct validity. Methods: The questionnaire included 28 items representing four constructs: tutoring self-efficacy (15 items), tutoring interest (6 items), tutoring value (4 items), and tutoring effort (3 items). Tutor...

Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model

Science.gov (United States)

Narciss, Susanne

2013-01-01

This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the…

Implementing CBM: SQL-Tutor after Fifteen Years

Science.gov (United States)

Mitrovic, Antonija; Ohlsson, Stellan

2016-01-01

SQL-Tutor is the first constraint-based tutor. The initial conference papers about the system were published in 1998 (Mitrovic 1998a, 1998b, 1998c), with an "IJAIED" paper published in 1999 (Mitrovic and Ohlsson, "International Journal Artificial Intelligence in Education," 10(3-4), 238-256, 1999). We published another…

Evidence to Support Peer Tutoring Programs at the Undergraduate Level

Science.gov (United States)

Colver, Mitchell; Fry, Trevor

2016-01-01

The present study examined undergraduate peer tutoring in three phases. Phase I qualitatively surveyed students' perceptions about the effectiveness of tutoring. Phase II examined the usefulness of promoting regular use of services through a tutoring contract. Phase III utilized an archival, quasi-experimental approach to estimate the effect of…

A career exploration programme for learners with special educational needs.

Science.gov (United States)

van Niekerk, Matty

2007-01-01

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

Effects of Role and Assignment Rationale on Attitudes Formed During Peer Tutoring

Science.gov (United States)

Bierman, Karen Linn; Furman, Wyndol

2012-01-01

This study examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. Fourth-grade children engaged in brief tutoring experiences as either a tutor or tutee. Subjects received four rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors’ and tutees’ attitudes were enhanced when no rationale was provided. Results are discussed in terms of their implications for a role-theory analysis of tutoring and their implications for applied programs. PMID:23946549

At the Bridging Point: Tutoring Newly Arrived Students in Sweden

Science.gov (United States)

Avery, Helen

2017-01-01

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the…

Computer assisted tutoring in radiology

International Nuclear Information System (INIS)

Jeffery, N.

1997-02-01

The computer-based tutoring of visual concepts such as radiological images is a largely unexplored area. A review of the literature highlights limited use of computers as a means of radiological education, with the majority of systems being little more than hypermedia prototypes, on-line teaching files, and passive CD-Roms. Very few of the systems discussed in the research literature draw on the work from cognitive science and educational psychology for tutoring visual concepts. This thesis details and evaluates a method for indexing and retrieving images from large image databases via a cognitively informed graphical representation of visual concepts. This representation is derived using Multiple Correspondence Analysis from a statistical analysis of features present in the images. It is intended that this representation be used to assist in the computer based teaching of any discipline that requires the tutoring of visual concepts. The domain used as a test bed for this research is Magnetic Resonance Imaging in neuroradiology. Tutoring the interpretation of MR scans of the head represents a real practical problem due to the inherent complexity of the brain and variations in tissue contrast within image sequence and disease/pathology. The literature of concept categorisation and representation is critically reviewed to inform the design of a graphical representation of a concept (a pathology in the application domain). A specification for the design of an explicit representation of visual concepts is drawn from this literature review, together with methods of tutoring based around this model. A methodology for producing this representation is described, and implemented in the development of an overview plot for the concept of a disease of the brain, with associated statistical measures derived and operationalised for typicality and similarity of cases within a disease. These measures are precursors to the development of computer based tutoring strategies for image

Computer assisted tutoring in radiology

Energy Technology Data Exchange (ETDEWEB)

Jeffery, N

1997-02-01

The computer-based tutoring of visual concepts such as radiological images is a largely unexplored area. A review of the literature highlights limited use of computers as a means of radiological education, with the majority of systems being little more than hypermedia prototypes, on-line teaching files, and passive CD-Roms. Very few of the systems discussed in the research literature draw on the work from cognitive science and educational psychology for tutoring visual concepts. This thesis details and evaluates a method for indexing and retrieving images from large image databases via a cognitively informed graphical representation of visual concepts. This representation is derived using Multiple Correspondence Analysis from a statistical analysis of features present in the images. It is intended that this representation be used to assist in the computer based teaching of any discipline that requires the tutoring of visual concepts. The domain used as a test bed for this research is Magnetic Resonance Imaging in neuroradiology. Tutoring the interpretation of MR scans of the head represents a real practical problem due to the inherent complexity of the brain and variations in tissue contrast within image sequence and disease/pathology. The literature of concept categorisation and representation is critically reviewed to inform the design of a graphical representation of a concept (a pathology in the application domain). A specification for the design of an explicit representation of visual concepts is drawn from this literature review, together with methods of tutoring based around this model. A methodology for producing this representation is described, and implemented in the development of an overview plot for the concept of a disease of the brain, with associated statistical measures derived and operationalised for typicality and similarity of cases within a disease. These measures are precursors to the development of computer based tutoring strategies for image

Teaching Database Design with Constraint-Based Tutors

Science.gov (United States)

Mitrovic, Antonija; Suraweera, Pramuditha

2016-01-01

Design tasks are difficult to teach, due to large, unstructured solution spaces, underspecified problems, non-existent problem solving algorithms and stopping criteria. In this paper, we comment on our approach to develop KERMIT, a constraint-based tutor that taught database design. In later work, we re-implemented KERMIT as EER-Tutor, and…

Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

Science.gov (United States)

Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

2016-03-01

This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (pcorrelation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum.

Science.gov (United States)

Kassab, Salah Eldin; Hassan, Nahla; Abu-Hijleh, Marwan F; Sequeira, Reginald P

2016-01-01

Recruitment of tutors to work in problem-based learning (PBL) programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. This study included evaluation of faculty (n=69) who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring) using structured evaluation forms based on a Likert-type scale (poor to excellent). The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000). Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives.

Private Supplementary Tutoring in the Czech Republic

Science.gov (United States)

Štastný, Vít

2016-01-01

The study contributes to the literature on private supplementary tutoring by shedding light on this phenomenon in the Czech Republic. The aim of the paper is to identify the reasons for seeking out private supplementary tutoring and to assess the factors underlying its demand. In the representative sample of 1,265 senior upper-secondary school…

Increased Fos expression among midbrain dopaminergic cell groups during birdsong tutoring.

Science.gov (United States)

Nordeen, E J; Holtzman, D A; Nordeen, K W

2009-08-01

During avian vocal learning, birds memorize conspecific song patterns and then use auditory feedback to match their vocal output to this acquired template. Some models of song learning posit that during tutoring, conspecific visual, social and/or auditory cues activate neuromodulatory systems that encourage acquisition of the tutor's song and attach incentive value to that specific acoustic pattern. This hypothesis predicts that stimuli experienced during social tutoring activate cell populations capable of signaling reward. Using immunocytochemistry for the protein product of the immediate early gene c-Fos, we found that brief exposure of juvenile male zebra finches to a live familiar male tutor increased the density of Fos+ cells within two brain regions implicated in reward processing: the ventral tegmental area (VTA) and substantia nigra pars compacta (SNc). This activation of Fos appears to involve both dopaminergic and non-dopaminergic VTA/SNc neurons. Intriguingly, a familiar tutor was more effective than a novel tutor in stimulating Fos expression within these regions. In the periaqueductal gray, a dopamine-enriched cell population that has been implicated in emotional processing, Fos labeling also was increased after tutoring, with a familiar tutor again being more effective than a novel conspecific. As several neural regions implicated in song acquisition receive strong dopaminergic projections from these midbrain nuclei, their activation in conjunction with hearing the tutor's song could help to establish sensory representations that later guide motor sequence learning.

The desktop interface in intelligent tutoring systems

Science.gov (United States)

Baudendistel, Stephen; Hua, Grace

1987-01-01

The interface between an Intelligent Tutoring System (ITS) and the person being tutored is critical to the success of the learning process. If the interface to the ITS is confusing or non-supportive of the tutored domain, the effectiveness of the instruction will be diminished or lost entirely. Consequently, the interface to an ITS should be highly integrated with the domain to provide a robust and semantically rich learning environment. In building an ITS for ZetaLISP on a LISP Machine, a Desktop Interface was designed to support a programming learning environment. Using the bitmapped display, windows, and mouse, three desktops were designed to support self-study and tutoring of ZetaLISP. Through organization, well-defined boundaries, and domain support facilities, the desktops provide substantial flexibility and power for the student and facilitate learning ZetaLISP programming while screening the student from the complex LISP Machine environment. The student can concentrate on learning ZetaLISP programming and not on how to operate the interface or a LISP Machine.

Effects of Fourth and Second Graders' Cross-Age Tutoring on Students' Spelling

Science.gov (United States)

Mitchell, Rebekkah J.; Morrison, Timothy G.; Feinauer, Erika; Wilcox, Brad; Black, Sharon

2016-01-01

A quasi-experimental study examined some effects of cross-age tutoring on fourth grade tutors' and second grade tutees' ability to spell accurately and correct errors on their own rough drafts. Half of the participating tutors were trained in tutoring skills; half were not. All participants were given pre- and post-assessments. On dictated writing…

Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

Directory of Open Access Journals (Sweden)

Kassab SE

2016-01-01

Full Text Available Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods: This study included evaluation of faculty (n=69 who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS, Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring using structured evaluation forms based on a Likert-type scale (poor to excellent. The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results: Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000. Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion: Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. Keywords: PBL, tutor, tutoring skills, lecturing skills

Strategies to address learner aggression in rural South African secondary schools

Directory of Open Access Journals (Sweden)

Gunam D. Singh

2013-11-01

Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

The Effects of Self-Regulatory Learning through Computer-Assisted Intelligent Tutoring System on the Improvement of EFL Learners' Speaking Ability

Science.gov (United States)

Mohammadzadeh, Ahmad; Sarkhosh, Mehdi

2018-01-01

The current study attempted to investigate the effects of self-regulatory learning through computer-assisted intelligent tutoring system on the improvement of speaking ability. The participants of the study, who spoke Azeri Turkish as their mother tongue, were students of Applied Linguistics at BA level at Pars Abad's Azad University, Ardebil,…

Obstacles to engaging in young driver licensing: Perspectives of parents.

Science.gov (United States)

Naz, Sehana; Scott-Parker, Bridie

2017-02-01

Young novice drivers remain at greater risk of injury and death despite a wealth of interventions including graduated driver licensing (GDL) programs. The key to implementing safer practices inherent in GDL appears to lie with optimising the role of parents. This qualitative research explored the parent's perspectives of obstacles to engaging in the driver licensing process within a GDL program. Parents also shared advice on what they found helpful, and where relevant, recommended changes in the process to enable safer practices for young drivers. Twenty-three parents (aged 35-60 years, M=49.52, SD=8.01, 11 males) participated in semi-structured interviews regarding licensing experiences with their young driver children. The young drivers included learner (n=11), provisional (restricted/intermediate) (n=9) and open (unrestricted/full) licence drivers (n=3), ranging from 16 to 24 years (M=18.04, SD=2.21, 13 males). Content analysis revealed that most obstacles were encountered at the learner licensing phase, with the parent-reported difficult temperament of the learner driver the most prominent. Unsurprisingly, advice to other parents to be patient and remain calm featured heavily during the same phase. Anxiety from not having control of the vehicle was another obstacle at the learner phase, translating to anxieties for child safety in the early stages of provisional driving. Recommendations for the current GDL included more rigorous road rule testing, with general support for the program, professional driver training at learner and provisional stages facilitated parental engagement through the licensing phases. The findings overwhelmingly suggest a need for parents to be educated regarding their importance in, and of, the driver licensing process, and the efficacy of their instruction, content and practices. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evidence of tutoring in the development of subsong in newly-fledged Meyer's Parrots Poicephalus meyeri

Directory of Open Access Journals (Sweden)

Simone Masin

2004-06-01

Full Text Available Subsongs are vocal trials uttered by young birds to practice songs. Among songbirds, subsongs are displayed by individuals in their first year of life. Studies on Zebra Finches Poephila guttata suggest that the juveniles learn their songs from a vocal tutor, their father. In this study we examine the subsongs in six captive-born Meyer's Parrots Poicephalus meyeri, from fledging time to weaning. Recordings of songs from chicks and fathers were analyzed for similarities in frequency and time parameters. With age, the subsongs of the chicks became more similar to the vocalizations of the fathers with 20% similarity rating in the first week after fledging to 100% at weaning time. Moreover, fledged chicks were exposed to a wide range of stimuli from several species of parrots breeding pairs caged nearby but chicks exclusively learned their fathers' songs. Our data support the hypothesis that Meyer's Parrots are vocal learners and use their father as their tutor.Os ''subsongs'' são ensaios vocais emitidos pelas aves jovens para exercitar suas vozes. Nos pássaros canoros, ''subsongs'' são exibidos por indivíduos em seu primeiro ano de vida. Estudos com Poephila guttata sugerem que os jovens aprendem seus cantos de um tutor vocal, seu pai. Neste trabalho examinamos os ''subsongs'' em seis papagaios Poicephalus meyeri nascidos em cativeiro, desde a saída do ninho até a emancipação. Gravações dos cantos dos filhotes e dos pais foram analisadas para medir as similaridades nos parâmetros de freqüência e tempo. Com a idade, os ''subsongs'' dos filhotes viraram mais semelhantes às vocalizações dos pais, com 20% de similaridade na primeira semana após a saída do ninho até 100% na hora da emancipação. Ademais, os filhotes foram expostos a uma grande variedade de estímulos de várias outras espécies de papagaios nidificando em gaiolas vizinhas, mas eles aprenderam somente os cantos de seus pais. Nossos dados confirmam a hipótese de que

Simulation-Based Cryosurgery Intelligent Tutoring System (ITS) Prototype

Science.gov (United States)

Sehrawat, Anjali; Keelan, Robert; Shimada, Kenji; Wilfong, Dona M.; McCormick, James T.; Rabin, Yoed

2015-01-01

As a part of an ongoing effort to develop computerized training tools for cryosurgery, the current study presents a proof-of-concept for a computerized tool for cryosurgery tutoring. The tutoring system lists geometrical constraints of cryoprobes placement, simulates cryoprobe insertion, displays a rendered shape of the prostate, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a pre-selected planning isotherm. The quality of trainee planning is measured in comparison with a computer-generated planning, created for each case study by previously developed planning algorithms. Two versions of the tutoring system have been tested in the current study: (i) an unguided version, where the trainee can practice cases in unstructured sessions, and (ii) an intelligent tutoring system (ITS), which forces the trainee to follow specific steps, believed by the authors to potentially shorten the learning curve. While the tutoring level in this study aims only at geometrical constraints on cryoprobe placement and the resulting thermal histories, it creates a unique opportunity to gain insight into the process outside of the operation room. Posttest results indicate that the ITS system maybe more beneficial than the non-ITS system, but the proof-of-concept is demonstrated with either system. PMID:25941163

Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning

Science.gov (United States)

2015-03-01

ARL-SR-0318 ● MAR 2015 US Army Research Laboratory Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated...Adaptive Intelligent Tutoring Systems for Self-Regulated Learning by Robert A Sottilare Human Research and Engineering Directorate, ARL...TITLE AND SUBTITLE Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c

The learning theories’ knowledge applied in the performance of distance tutor

Directory of Open Access Journals (Sweden)

Fernanda Abreu de Moraes Figueiredo

2016-07-01

Full Text Available Abstract: This study aimed to identify the most influential theory of learning related to the practice of mentoring from behaviorism, cognitivism, humanism, the sociocultural theory and connectivism, and apply the most appropriate theories to solve common problems in distance education. For this purpose, we used the literature method. It was noted that each of the theories end up being influential to the role of tutor. Therefore, the learning tends to be richer in the ratio and effective to apply different theories together. However, that support better substantiating tutor's role is humanism, the sociocultural theory and connectivism. It was noticed that the problems often experienced by students in distance education are due to failures tutor interaction and affection, implying to resolve them closer tutor with the student to have more responsibility in the exchange of information, meeting deadlines and clarity in the disclosure notes assessments. Knowledge are mainly from humanism and sociocultural theory that end up not only reasons for existence of the tutor as serving to improve the development of the quality of tutor-student interaction. Keywords: learning theories; distance learning (DL; tutor distance.

Tutoring system for nondestructive testing using computer

Energy Technology Data Exchange (ETDEWEB)

Kim, Jin Koo; Koh, Sung Nam [Joong Ang Inspection Co.,Ltd., Seoul (Korea, Republic of); Shim, Yun Ju; Kim, Min Koo [Dept. of Computer Engineering, Aju University, Suwon (Korea, Republic of)

1997-10-15

This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing.

Tutoring system for nondestructive testing using computer

International Nuclear Information System (INIS)

Kim, Jin Koo; Koh, Sung Nam; Shim, Yun Ju; Kim, Min Koo

1997-01-01

This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing.

Implementing peer tutoring in a graduate medical education programme.

Science.gov (United States)

Salerno-Kennedy, Rossana; Henn, Pat; O'Flynn, Siun

2010-06-01

In modern times, peer tutoring methods have been explored in health care education for over 30 years. In this paper, we report our experience of implementing a peer-tutoring approach to Clinical Skills Laboratory (CSL) training in the Graduate Entry in Medicine Programme (GEM) at University College Cork. Eighteen fourth-year medical students were recruited as peer tutors for CSL sessions on physical examination. In order to standardise the process, we developed a training course for peer tutors that comprised two stages. They then ran the practical sessions with junior students, under the watchful eye of medical educators. At the end of the last CSL session, the students were given 10 minutes to reflect individually on the experience, and were asked to complete a feedback form. Twenty-four of the 42 GEM students and six of the seven Senior Tutors (STs) completed and returned their feedback forms. With the caveats of small sample sizes and low response rates, both groups reported that they had both positive and negative experiences of peer tutoring, but that the positive experiences predominated. The overall experience was positive. In terms of the primary thesis of this study, the STs thought that they were well prepared by the teaching staff to take part in these teaching sessions. © Blackwell Publishing Ltd 2010.

Dr Math moves to C³TO: Chatter call center/tutoring online

CSIR Research Space (South Africa)

Butgereit, L

2010-01-01

Full Text Available Dr Math is a mobile tutoring system which has been running in South Africa for three years. It links primary and secondary school pupils to tutors in mathematics. The pupils use the popular Mxit chat client on their cell phones. The tutors use full...

Web-based eTutor for learningn electrical circuit analysis

OpenAIRE

Debono, Jason; Muscat, Adrian; Porter, Chris; Connections

2018-01-01

This paper discusses a web-based eTutor for learning electrical circuit analysis. The eTutor system components, mainly the user-interface and the assessment model, are described. The system architecture developed provides a framework to support interactive sessions between the human and the machine for the case when the human is a student and the machine a tutor and also for the case when the roles of the human and the machine are swapped. To motivate the usefulness of the data...

What’s about Peer Tutoring Learning Model?

Science.gov (United States)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects.

Science.gov (United States)

García-Iglesias, María J; Pérez-Martínez, Claudia; Gutiérrez-Martín, César B; Díez-Laiz, Raquel; Sahagún-Prieto, Ana M

2018-02-01

Tutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of "Cytology and Histology" (CH) (47/186; 25.3%) and "Veterinary Pharmacology" (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students' examination scores and attendance as well as a satisfaction survey. Although the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77

Tutoring deaf students in higher education: a comparison of baccalaureate and sub-baccalaureate student perceptions.

Science.gov (United States)

Lang, Harry G; Biser, Eileen; Mousley, Keith; Orlando, Richard; Porter, Jeff

2004-01-01

Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided.

Challenges facing primary school educators of English Second (or Other Language learners in the Western Cape

Directory of Open Access Journals (Sweden)

Julie O'Connor

2009-05-01

Full Text Available We were prompted by the prevalence of English Second or Other Language (ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Fur­thermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent in­volvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language thera­pist and educator collaborations and speech-language therapists' participation in educator training were identified.

ASPIRE: An Authoring System and Deployment Environment for Constraint-Based Tutors

Science.gov (United States)

Mitrovic, Antonija; Martin, Brent; Suraweera, Pramuditha; Zakharov, Konstantin; Milik, Nancy; Holland, Jay; McGuigan, Nicholas

2009-01-01

Over the last decade, the Intelligent Computer Tutoring Group (ICTG) has implemented many successful constraint-based Intelligent Tutoring Systems (ITSs) in a variety of instructional domains. Our tutors have proven their effectiveness not only in controlled lab studies but also in real classrooms, and some of them have been commercialized.…

Song tutoring in presinging zebra finch juveniles biases a small population of higher-order song-selective neurons toward the tutor song.

Science.gov (United States)

Adret, Patrice; Meliza, C Daniel; Margoliash, Daniel

2012-10-01

We explored physiological changes correlated with song tutoring by recording the responses of caudal nidopallium neurons of zebra finches aged P21-P24 (days post hatching) to a broad spectrum of natural and synthetic stimuli. Those birds raised with their fathers tended to show behavioral evidence of song memorization but not of singing; thus auditory responses were not confounded by the birds' own vocalizations. In study 1, 37 of 158 neurons (23%) in 17 of 22 tutored and untutored birds were selective for only 1 of 10 stimuli comprising broadband signals, early juvenile songs and calls, female calls, and adult songs. Approximately 30% of the selective neurons (12/37 neurons in 9 birds) were selective for adult conspecific songs. All these were found in the song system nuclei HVC and paraHVC. Of 122 neurons (17 birds) in tutored birds, all of the conspecific song-selective neurons (8 neurons in 6 birds) were selective for the adult tutor song; none was selective for unfamiliar song. In study 2 with a different sampling strategy, we found that 11 of 12 song-selective neurons in 6 of 7 birds preferred the tutor song; none preferred unfamiliar or familiar conspecific songs. Most of these neurons were found in caudal lateral nidopallium (NCL) below HVC. Thus by the time a bird begins to sing, there are small numbers of tutor song-selective neurons distributed in several forebrain regions. We hypothesize that a small population of higher-order auditory neurons is innately selective for complex features of behaviorally relevant stimuli and these responses are modified by specific perceptual/social experience during development.

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.

Science.gov (United States)

Fuchs, Lynn S; Geary, David C; Compton, Donald L; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L; Deselms, Jacqueline; Seethaler, Pamela M; Wilson, Julie; Craddock, Caitlin F; Bryant, Joan D; Luther, Kurstin; Changas, Paul

2013-01-01

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice ( n = 195), number knowledge tutoring with nonspeeded practice ( n = 190), and control (no tutoring, n = 206). Each tutoring condition produced stronger learning than control on all 4 mathematics outcomes. Speeded practice produced stronger learning than nonspeeded practice on arithmetic and 2-digit calculations, but effects were comparable on number knowledge and word problems. Effects of both practice conditions on arithmetic were partially mediated by increased reliance on retrieval, but only speeded practice helped at-risk children compensate for weak reasoning ability.

Supporting undergraduate nursing students through structured personal tutoring: Some reflections.

Science.gov (United States)

Watts, Tessa E

2011-02-01

Support is imperative for nursing students worldwide as they face the many challenges associated with learning and working. Moreover enhancing student retention is an increasing concern for institutions across the globe. The personal tutor is a frequently hidden yet potentially significant figure in many students' experience of higher education. This paper offers some critical reflections on a structured approach to personal tutoring within an undergraduate nursing programme in a research focused Welsh university. Structured personal tutoring can provide an organised, coherent and proactive support system throughout students' educational programmes. However the approach changes the shape of personal tutoring and has the potential to increase academics' workloads and with it costs. Copyright © 2010 Elsevier Ltd. All rights reserved.

Peer Tutoring with Child-Centered Play Therapy Language

Science.gov (United States)

Vavreck, Sarah; Esposito, Judy

2012-01-01

The focus of this paper is on responses from fifth grade peer tutors who were trained to use child-centered play therapy language during tutoring sessions with kindergarteners. The focus of this project was to identify academic and social/emotional benefits of participating in the program. Results indicated that participation in the program…

Managing Face Threats and Instructions in Online Tutoring

Science.gov (United States)

Brummernhenrich, Benjamin; Jucks, Regina

2013-01-01

Although tutoring is very effective, tutors often neglect certain strategies such as direct negative feedback. This might be because they want to avoid threatening their tutee's face. The concept of face derives from politeness theory and refers to the aspects of autonomy and social appreciation people claim for themselves and strive to negotiate…

Successful Approaches to Helping Students--Including English Learners--Succeed in Elementary School. Parent Guide = Enfoques exitosos para ayudar a los estudiantes--incluyendo a los que aprenden ingles--a triunfar en la escuela primaria. Guia de padres

Science.gov (United States)

EdSource, 2007

2007-01-01

This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers?

Science.gov (United States)

Abay, Ece Şükriye; Turan, Sevgi; Odabaşı, Orhan; Elçin, Melih

2017-01-01

Phenomenon: Clinical skills centers allow structured training of undergraduate medical students for the acquisition of clinical skills in a simulated environment. Physician, nurse, or peer tutors are employed for training in those centers. All tutors should have appropriate training about the methodology used in the clinical skills training. Many of the studies revealed the effectiveness of various types of tutors. The aim of our study was to evaluate medical students' satisfaction with clinical skills training, and their opinions about the differences in coaching skills among the physician, nurse, and peer tutors. This study was conducted with third-year students (467 students) in 2013-2014 academic year at Hacettepe University Faculty of Medicine. Participation rate was 85 % (397 students). The students attended the suturing skill training in groups of 40 students. First, a faculty member from the Department of Medical Education delivered a video demonstration and conducted discussion. After the demonstration, the students were divided into groups of 5-6 students. A physician, nurse, or a peer tutor facilitated each group. The students were asked to complete the Coaching Skills Evaluation Form after the practicum session. It contained 13 criteria for assessing the coaching skills. Additionally, the form included a question for rating the student's satisfaction with the tutor. The performance of the tutors at each step was rated on a three-point scale. Kruskal Wallis analysis was used to compare students' scores for their tutors. The students' satisfaction with tutors was high for all of the tutors. However, there was no difference between students' scores in suturing skill, and between physician, nurse, and peer tutors' coaching skills. Insights: In this study, we revealed that physician, nurse, and peer tutors were equally effective on the students' performances. They were also regarded as effective in their teaching role by students. But the most important

The Effect of Attending Tutoring on Course Grades in Calculus I

Science.gov (United States)

Rickard, Brian; Mills, Melissa

2018-01-01

Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to…

Tutoring szkolny jako koncepcja i metoda wsparcia rozwoju ucznia

OpenAIRE

Drozd, Ewa; Zembrzuska, Agnieszka

2013-01-01

Celem artykułu jest dokonanie opisu koncepcji i metody tutoringu szkolnego w odniesieniu do kilkuletnich doświadczeń programu Kolegium Tutorów realizowanego przy wsparciu lokalnych władz oświatowych. Tutoring ma korzenie akademickie jako zindywidualizowana metoda pracy studenta z profesorem, jego istotą jest otwarcie na potrzeby drugiego człowieka i wspieranie w rozwoju. Można wskazać kilka źródeł filozoficznych, które dookreślają czym współcześnie jest tutoring (sokratejski dialog, filozofia...

Automated topic spotting provides added efficiency in a chat based tutoring environment

CSIR Research Space (South Africa)

Butgereit, L

2012-05-01

Full Text Available Dr Math is a mobile, online tutoring project which allows primary and secondary school pupils to contact tutors in mathematics using text based chat systems on their cell phones. The tutors use traditional Internet based workstations. Dr Math...

Peer tutors as learning and teaching partners: a cumulative ...

African Journals Online (AJOL)

... paper explores the kinds of development in tutors' thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice. Keywords: academic development, academic literacies, cumulative learning, higher education, peer tutoring, writing centres.

Determining Difficulty of Questions in Intelligent Tutoring Systems

Science.gov (United States)

Gunel, Korhan; Asliyan, Rifat

2009-01-01

The object of this study is to model the level of a question difficulty by a differential equation at a pre-specified domain knowledge, to be used in an educational support system. For this purpose, we have developed an intelligent tutoring system for mathematics education. Intelligent Tutoring Systems are computer systems designed for improvement…

Tutor Trust Secondary: Evaluation Report and Executive Summary

Science.gov (United States)

Buchanan, Emily; Morrison, Jo; Walker, Matthew; Aston, Helen; Cook, Rose

2015-01-01

The Tutor Trust is a Manchester-based charity that aims to provide affordable small group and one-to-one tuition, predominantly to disadvantaged pupils in schools in challenging communities. The tutors are university students and recent graduates, enabling tuition to be provided at a competitive rate on a not-for-profit basis. This three-year…

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

Science.gov (United States)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

Tutoring in higher education in Portugal and Spain : lessons learned from six initiatives in place

OpenAIRE

Flores, Maria Assunção; Simão, Ana Margarida Veiga; Carrasco, Vicente

2012-01-01

Tutoring has been one of the issues which have received growing interest within the context of restructuring process in higher education under the so-called Bologna process in Europe. In this paper six tutoring initiatives currently being implemented in Portuguese and Spanish universities are examined in the light of the framework within which tutoring operates in higher education contexts. The various kinds of tutoring — mentoring, curricular tutoring, academic tutoring and training-related ...

The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty.

Science.gov (United States)

Powell, Sarah R; Driver, Melissa K; Julian, Tyler E

2015-01-01

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation solving and equal-sign understanding of students with mathematics difficulty (MD). In the present study, second-grade students with MD (n = 51) were randomly assigned to standard equations tutoring, combined tutoring (standard and nonstandard equations), and no-tutoring control. Combined tutoring students demonstrated greater gains on equation-solving assessments and equal-sign tasks compared to the other two conditions. Standard tutoring students demonstrated improved skill on equation solving over control students, but combined tutoring students' performance gains were significantly larger. Results indicate that exposure to and practice with nonstandard equations positively influence student understanding of the equal sign. © Hammill Institute on Disabilities 2013.

The European Nuclear Safety Training and Tutoring Institute

International Nuclear Information System (INIS)

2012-01-01

The European Nuclear Safety Training and Tutoring Institute, ENSTTI, is an initiative of European Technical Safety Organizations (TSO) in order to provide vocational training and tutoring in the methods and practices required to perform assessment in nuclear safety, nuclear security and radiation protection. ENSTTI calls on TSOs' expertise to maximize the transmission of safety and security knowledge, practical experience and culture. Training, tutoring and courses for specialists are achieved through practical lectures, working group and technical visits and lead to a certificate after knowledge testing. ENSTTI contributes to the harmonization of nuclear safety and security practices and to the networking of today and future nuclear safety experts in Europe and beyond. (A.C.)

Prevalence for Private Tuition among Parents, Teachers and Pupils in Public Primary Schools in Machakos County

Science.gov (United States)

Kirigwi, Lucy Wambui; Maithya, Redempta

2016-01-01

Private tuition refers to tutoring offered outside mainstream teaching. The study sought to establish the difference in prevalence for private tuition among parents, teachers and pupils in public primary schools in Machakos County. The study employed descriptive survey design. The target populations were all teachers, parents and pupils of public…

Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

Directory of Open Access Journals (Sweden)

Salah Eldin Kassab

2017-06-01

Discussion: Analyzing the tutors’ scores of their motivation for PBL tutoring yielded three significantly correlated constructs representing tutoring self-efficacy, tutoring interest and tutoring value. The findings demonstrated high internal consistency reliability of the questionnaire, strong correlation between the three constructs as well as correlations between the constructs and the self-rated tutoring skills scores. Taken together, the current study demonstrates that the newly developed instrument measuring motivation for PBL tutoring exhibits good psychometric properties. The findings in this paper pave the way for further studies for refining the measurement of this construct in different problem-based contexts.

Corruption Risks of Private Tutoring: Case of Georgia

Science.gov (United States)

Kobakhidze, Magda Nutsa

2014-01-01

The paper focuses on teacher-supplied private tutoring in the context of post-Soviet Georgia, and elucidates the ways in which teacher-supplied private tutoring can be related to educational corruption. The paper draws on data from in-depth interviews of 18 school teachers in different parts of Georgia in 2013. The findings of the qualitative…

Stepwise Advice Negotiation in Writing Center Peer Tutoring

Science.gov (United States)

Park, Innhwa

2014-01-01

While the delivery and reception of advice is a practice integral to a wide range of settings, little attention has been given to the detailed practices of advice resistance and how it leads to advice negotiation. Based on 7 hours of videotaped tutoring interactions among 6 tutors and 11 tutees, this conversation analytic study examines the…

The demand for private tutoring in Turkey: unintended consequences of curriculum reform

NARCIS (Netherlands)

Altinyelken, H.K.; Bray, M.; Mazawi, A.E.; Sultana, R.G.

2013-01-01

This chapter focuses on the private tutoring phenomenon in Turkey. It seeks to analyse the impact of the revision of primary school curriculum on the demand for private tutoring. It also outlines various academic, economic and social implications of private tutoring. Based on interviews with school

Rose garden promises of intelligent tutoring systems: Blossom or thorn

Science.gov (United States)

Shute, Valerie J.

1991-01-01

Intelligent tutoring systems (ITS) have been in existence for over a decade. However, few controlled evaluation studies have been conducted comparing the effectiveness of these systems to more traditional instruction methods. Two main promises of ITSs are examined: (1) Engender more effective and efficient learning in relation to traditional formats; and (2) Reduce the range of learning outcome measures where a majority of individuals are elevated to high performance levels. Bloom (1984) has referred to these as the two sigma problem; to achieve two standard deviation improvements with tutoring over traditional instruction methods. Four ITSs are discussed in relation to the two promises. These tutors have undergone systematic, controlled evaluations: (1) The LISP tutor (Anderson Farrell and Sauers, 1984); (2) Smithtown (Shute and Glaser, in press); (3) Sherlock (Lesgold, Lajoie, Bunzo and Eggan, 1990); and (4) The Pascal ITS (Bonar, Cunningham, Beatty and Well, 1988). Results show that these four tutors do accelerate learning with no degradation in final outcome. Suggestions for improvements to the design and evaluation of ITSs are discussed.

Evaluation of a learner-designed course for teaching health research skills in Ghana

Directory of Open Access Journals (Sweden)

Agbenyega Tsiri

2007-06-01

Full Text Available Abstract Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods. Results 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53, 81% in intention (n = 52 and 85% in action (n = 52. The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning. Conclusion Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment

Tutoring electronic troubleshooting in a simulated maintenance work environment

Science.gov (United States)

Gott, Sherrie P.

1987-01-01

A series of intelligent tutoring systems, or intelligent maintenance simulators, is being developed based on expert and novice problem solving data. A graded series of authentic troubleshooting problems provides the curriculum, and adaptive instructional treatments foster active learning in trainees who engage in extensive fault isolation practice and thus in conditionalizing what they know. A proof of concept training study involving human tutoring was conducted as a precursor to the computer tutors to assess this integrated, problem based approach to task analysis and instruction. Statistically significant improvements in apprentice technicians' troubleshooting efficiency were achieved after approximately six hours of training.

Generating socially appropriate tutorial dialog

NARCIS (Netherlands)

Johnson, W. Lewis; Rizzo, Paola; Bosma, W.E.; Kole, Sander; Ghijsen, Mattijs; van Welbergen, H.; André, E.; Dybkjaer, L.; Minker, W.; Heisterkamp, P.

Analysis of student-tutor coaching dialogs suggest that good human tutors attend to and attempt to influence the motivational state of learners. Moreover, they are sensitive to the social face of the learner, and seek to mitigate the potential face threat of their comments. This paper describes a

Intelligent tutoring system for clinical reasoning skill acquisition in dental students.

Science.gov (United States)

Suebnukarn, Siriwan

2009-10-01

Learning clinical reasoning is an important core activity of the modern dental curriculum. This article describes an intelligent tutoring system (ITS) for clinical reasoning skill acquisition. The system is designed to provide an experience that emulates that of live human-tutored problem-based learning (PBL) sessions as much as possible, while at the same time permitting the students to participate collaboratively from disparate locations. The system uses Bayesian networks to model individual student knowledge and activity, as well as that of the group. Tutoring algorithms use the models to generate tutoring hints. The system incorporates a multimodal interface that integrates text and graphics so as to provide a rich communication channel between the students and the system, as well as among students in the group. Comparison of learning outcomes shows that student clinical reasoning gains from the ITS are similar to those obtained from human-tutored sessions.

Can tutoring improve performance on a reasoning task under deadline conditions?

Science.gov (United States)

Osman, Magda

2007-03-01

The present study examined the effectiveness of a tutoring technique that has been used to identify and address participants' misunderstandings in Wason's selection task. In particular, the study investigated whether the technique would lead to improvements in performance when the task was presented in a deadline format (a condition in which time restrictions are imposed). In Experiment 1, the effects of tutoring on performance were compared in free time (conditions in which no time restrictions are imposed) and deadline task formats. In Experiment 2, improvements in performance were studied in deadline task formats, in which the tutoring and test phases were separated by an interval of 1 day. The results suggested that tutoring improved performance on the selection task under deadline and in free time conditions. Additionally, the study showed that participants made errors because they had misinterpreted the task. With tutoring, they were able to modify their initial misunderstandings.

Identifying and Describing Tutor Archetypes: The Pragmatist, the Architect, and the Surveyor

Science.gov (United States)

Harootunian, Jeff A.; Quinn, Robert J.

2008-01-01

In this article, the authors identify and anecdotally describe three tutor archetypes: the pragmatist, the architect, and the surveyor. These descriptions, based on observations of remedial mathematics tutors at a land-grant university, shed light on a variety of philosophical beliefs regarding and pedagogical approaches to tutoring. An analysis…

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

Science.gov (United States)

McCloskey, Erin; Cann, Colette N.

2013-01-01

In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors' instructional decisions.…

Online tutoring procedure for research project supervision: management, organization and key elements

Directory of Open Access Journals (Sweden)

Antònia Darder Mesquida

2015-07-01

Full Text Available Research project tutoring appears as a crucial element for teaching; it is a planned action based on the relationship between a tutor and a student. This paper presents the findings of a design and development research which has as its main aim to create an organization system for the tutoring of online research projects. That system seeks to facilitate the tutoring and supervision task with trainee researchers, providing guidance for its management and instruments for its implementation. The main conclusions arising from this research derive from considering the need to offer a solution to the problem of distance research project supervision and has materialized in organization and sequencing through a model about the variables that influence the research project tutoring problem.

Affective feedback in a tutoring system for procedural tasks

NARCIS (Netherlands)

Heylen, Dirk K.J.; André, E.; Vissers, M.; Dybkjaer, L.; Minker, W.; op den Akker, Hendrikus J.A.; Heisterkamp, P.; Nijholt, Antinus

2004-01-01

We discuss the affective aspects of tutoring dialogues in an ITS -called INES- that helps students to practice nursing tasks using a haptic device and a virtual environment. Special attention is paid to affective control in the tutoring process by means of selecting the appropriate feedback, taking

Student Modeling in an Intelligent Tutoring System

Science.gov (United States)

1996-12-17

Multi-Agent Architecture." Advances in Artificial Intelligence : Proceedings of the 12 th Brazilian Symposium on Aritificial Intelligence , edited by...STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM THESIS Jeremy E. Thompson Captain, USAF AFIT/GCS/ENG/96D-27 DIMTVMON* fCKAJWINT A Appr"v*d t=i...Air Force Base, Ohio AFIT/GCS/ENG/96D-27 STUDENT MODELING IN AN INTELLIGENT TUTORING SYSTEM THESIS Jeremy E. Thompson Captain, USAF AFIT/GCS/ENG/96D

An Intelligent Tutoring System for Nondestructive Testing Training

Energy Technology Data Exchange (ETDEWEB)

Kim, J. K.; Koh, S. N. [Joong Ang Inspection Co., Seoul (Korea, Republic of); Kim, M. K.; Shim, Y. J. [Ajou University, Suwon (Korea, Republic of)

1998-02-15

This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing

An Intelligent Tutoring System for Nondestructive Testing Training

International Nuclear Information System (INIS)

Kim, J. K.; Koh, S. N.; Kim, M. K.; Shim, Y. J.

1998-01-01

This paper is written to introduce a multimedia tutoring system for nondestructive testing using personal computer. Nondestructive testing, one of the chief methods for inspecting welds and many other components, is very difficult for the NDT inspectors to understand its technical basis without a wide experience. And it is necessary for considerable repeated education and training for keeping their knowledge. The tutoring system that can simulate NDT works is suggested to solve the above problem based on reasonable condition. The tutoring system shows basic theories of nondestructive testing in a book-style with video images and hyper-links, and it offers practices, in which users can simulate the testing equipment. The book-style and simulation practices provide effective and individual environments for learning nondestructive testing

Peer tutoring program for academic success of returning nursing students.

Science.gov (United States)

Bryer, Jennifer

2012-01-01

High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

Estimating the Impact of Private Tutoring on Academic Performance: Primary Students in Sri Lanka

Science.gov (United States)

Cole, Rachel

2017-01-01

Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students' exam scores. I produce suggestive…

What Do Distance Language Tutors Say about Teacher Motivation?

Science.gov (United States)

Xiao, Junhong

2014-01-01

Research into motivation in education mainly centres on students' learning motivation. This article reports on an interview study of teacher motivation with the aim of investigating the effects of student-related factors and tutors' personal factors on the motivation of language tutors in the distance learning context. Findings from the study…

Household Expenditures on Private Tutoring: Emerging Evidence from Malaysia

Science.gov (United States)

Kenayathulla, Husaina Banu

2013-01-01

Private tutoring has been a burgeoning phenomenon in Malaysia for decades. This study examines the determinants of private tutoring expenditures in Malaysia using the 2004/2005 Household Expenditures Survey and applies hurdle regression models to the data. The results indicate that total household expenditures, household head's level of education,…

After-School Tutoring and the Distribution of Student Performance

Science.gov (United States)

Huang, Min-Hsiung

2013-01-01

As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

Online Tutoring Procedure for Research Project Supervision: Management, Organization and Key Elements

Science.gov (United States)

Darder Mesquida, Antònia; Pérez Garcias, Adolfina

2015-01-01

Research project tutoring appears as a crucial element for teaching; it is a planned action based on the relationship between a tutor and a student. This paper presents the findings of a design and development research which has as its main aim to create an organization system for the tutoring of online research projects. That system seeks to…

Effects of tutor-related behaviours on the process of problem-based learning.

Science.gov (United States)

Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

Student-centered tutoring as a model for patient-centeredness and empathy

Directory of Open Access Journals (Sweden)

Meirovich A

2016-07-01

Full Text Available Adaya Meirovich,1 Rosalie Ber,2 Michael Moore,3 Avi Rotschild4 1Department of Management of Service Organizations, Hadassah Academic College, Jerusalem, 2Medical Education Unit, Ruth and Bruce Faculty of Medicine, 3Faculty of Education in Science & Technology, 4Department of Neonatology, Carmel Medical Center, Ruth and Bruce Faculty of Medicine, Technion, Israeli Institute of Technology, Haifa, Israel Background: Curriculum planners and medical teachers attempt to enhance medical students’ empathy and patient-centeredness. Despite educational efforts, there is stability in medical students’ empathy and patient-centered medicine during the preclinical stage and a decline in both of them throughout the clinical years. Student–tutor relationship plays a key role in students’ learning. This study tests the effect of learner-centered tutoring on students’ empathy, patient-centeredness, and behavior. Participants and methods: The cohort of 55 students was divided into groups of seven or eight. The experimental group’s tutors underwent LC mentoring. Empathy was assessed with the Jefferson Scale of Physician Empathy for Students; PC attitude was assessed with the Patient–Provider Orientation Scale (PPOS. Behavior was assessed by simulations of doctor–patient encounters with 32 students at the end of the third year. Each student participated in three such simulations, during which we analyzed ten aspects of physician–patient communication via Roter interaction analysis system (RIAS-coded audiotapes. Results: A significant group difference was found for three RIAS categories: building a relationship and patient-centeredness, where the mean percentage of the experimental group was significantly higher than that of the control group, and gathering data, where the mean percentage of the experimental group was significantly lower than that of the control group. A significant correlation was found in the experimental group between empathy and

Peer Tutoring: An Evaluation of the Relative Cognitive Benefits.

Science.gov (United States)

McKellar, Nancy A.

The relative effectiveness of tutoring for both partners was examined by comparing tutoring with other learning activities that differed either in the amount of exposure to the learning materials or the presence of a helping relationship or both. The subjects were 160 undergraduates who were evaluated on their acquisition of Esperanto. Subjects…

The Effectiveness of Private Tutoring: Students' Perceptions in Comparison with Mainstream Schooling in Hong Kong

Science.gov (United States)

Zhan, Shengli; Bray, Mark; Wang, Dan; Lykins, Chad; Kwo, Ora

2013-01-01

This paper examines Hong Kong students' perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more…

Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems

National Research Council Canada - National Science Library

Kim, Jung

2004-01-01

The North Carolina A&T State University algebra tutoring dialogue project collects and analyzes algebra tutoring dialogues with the aim of describing tutoring strategies and language with enough rigor that they may...

ElectronixTutor: An Intelligent Tutoring System with Multiple Learning Resources for Electronics

Science.gov (United States)

Graesser, Arthur C.; Hu, Xiangen; Nye, Benjamin D.; VanLehn, Kurt; Kumar, Rohit; Heffernan, Cristina; Heffernan, Neil; Woolf, Beverly; Olney, Andrew M.; Rus, Vasile; Andrasik, Frank; Pavlik, Philip; Cai, Zhiqiang; Wetzel, Jon; Morgan, Brent; Hampton, Andrew J.; Lippert, Anne M.; Wang, Lijia; Cheng, Qinyu; Vinson, Joseph E.; Kelly, Craig N.; McGlown, Cadarrius; Majmudar, Charvi A.; Morshed, Bashir; Baer, Whitney

2018-01-01

Background: The Office of Naval Research (ONR) organized a STEM Challenge initiative to explore how intelligent tutoring systems (ITSs) can be developed in a reasonable amount of time to help students learn STEM topics. This competitive initiative sponsored four teams that separately developed systems that covered topics in mathematics,…

Peer Tutoring Effects on Omani Students' English Self-Concept

Science.gov (United States)

Alrajhi, Marwa N.; Aldhafri, Said S.

2015-01-01

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

English Language Teaching Apps: Positioning Parents and Young Learners

Science.gov (United States)

Chik, Alice

2014-01-01

Since the introduction of iPads in 2010, the sales of tablet computers and mobile applications (apps) have grown exponentially. iPads and other tablets are marketed as learning tools, and many apps target learners as young as six months old. This article reports on a research project examining the unique features of English learning apps based on…

Exploring Affiliation Network Models as a Collaborative Filtering Mechanism in E-Learning

Science.gov (United States)

Rodriguez, Daniel; Sicilia, Miguel Angel; Sanchez-Alonso, Salvador; Lezcano, Leonardo; Garcia-Barriocanal, Elena

2011-01-01

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning…

El tutor como amigo y guía del educando The tutor as a friend and guide of the student

Directory of Open Access Journals (Sweden)

Reinaldo Lóriga Álvarez

2007-06-01

Full Text Available La universalización de la educación superior es un proceso continuo de transformaciones, iniciado con el triunfo de la Revolución en el año 1959, y dirigido a la ampliación de posibilidades y oportunidades de acceso a la universidad y de multiplicación y extensión de los conocimientos, con lo cual se contribuye a la formación de una mayor cultura general integral de la población y a un incremento sostenido de equidad y justicia social en nuestra sociedad, se realizó un estudio analítico cualitativo con el objetivo de conocer el trabajo del tutor en el proyecto policlínico universitario en San Luis año 2006/2007, utilizando como muestra el claustro profesoral y los estudiantes pertenecientes a la SUM, obteniendo como resultado que existen deficiencias en el modo de actuación del tutor en las áreas estudiadas que van desde los criterios de selección al no existir un modelo; la falta de conocimientos acerca de las funciones del tutor sumado a la falta de reconocimiento de su labor, lo que aparece reflejado en los estudiantes de pregrado y postrado.The universalization of High Medical Education is a continuing process of transformation that started with the triumph of the Revolution in 1959 aimed at extending the possibilities and opportunities of enrolment at universities as well as the spread of knowledge, favoring a high level of culture in the population and an increase of equity and social justice in our Society. An analytical qualitative study was carried out in order to know the role of the tutor at the University Out-patient Project in San Luis Municipality in 2006-2007, taking the teaching staff and the students enrolled at this University Venue as a sample. Some deficiencies were observed in the role of tutor on the areas studied : from the choice criteria due to the non-existence of a model to follow, lack of knowledge and recognition of the tutor's role, being these difficulties reflected on undergraduate and postgraduate

Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review

Science.gov (United States)

Kulik, James A.; Fletcher, J. D.

2016-01-01

This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in…

The Three Roots and Papa's Advice. A Puerto Rican Migration Story. A Learner-Centered Model Guide for Teachers.

Science.gov (United States)

Herendeen, Noemi Carrera; Mitchell, Alaire; Dinos, Carmen

This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own…

Peer Tutoring and Gorgias: Acknowledging Aggression in the Writing Center.

Science.gov (United States)

Bokser, Julie A.

2001-01-01

Continues a discussion of critiquing peer tutoring groups by underscoring a typically unacknowledged component: the way in which an emphasis on "peerness" disguises the inherent aggression in tutoring relationships. Defines "peerness" as a complicated relation that involves power and aggression as well as equality. (SG)

A Case Study on Leadership Identity Development of Tutors in a Learning Center

Science.gov (United States)

Crandall, Samantha L.

2017-01-01

The effectiveness of a tutor training program is often only measured by student results rather than tutor outcomes (CRLA, 2016). Experiences in college, such as on-campus employment, greatly contribute to the development of students (Savoca, 2016). However, little research exists on the leadership development of tutors (NADE, 2016). Having a…

Reasons of tutoring Phenomena among Secondary Stage Students

OpenAIRE

Mustafa Ayroutt; Heba hammad

2011-01-01

Problem statement: The purpose of this study was to investigate the reasons of tutoring phenomena among secondary stage students in Amman City as perceived by School Principals. Approach: The sample of the study consisted of (117 male principals and 57 female principals). Results: The evaluations of principals regarding tutoring reasons were high, factors related to students came first, followed by the factors related to the family while the factors related to the cur...

The subjective experience of collaboration in interprofessional tutor teams: A qualitative study

Directory of Open Access Journals (Sweden)

Weber, Tobias

2016-04-01

Full Text Available Aim: The Center for Interprofessional Training in Medicine at the Faculty of Medicine Carl Gustav Carus at the Technische Universität Dresden, Germany, has offered courses covering interprofessional material since the winter semester 2014/15. The unusual feature of these courses is that they are co-taught by peer tutors from medicine and nursing. This study investigates the subjective experiences of these tutors during the collaborative preparation and teaching of these tutorials with the aim of identifying the effects of equal participation in the perceptions and assessments of the other professional group.Method: Semi-structured, guideline-based interviews were held with six randomly selected tutors. The interviews were analyzed using structuring content analysis.Results: The results show that collaborative work led to reflection, mostly by the university student tutors, on the attitudes held. However, the co-tutors from each professional group were perceived to different degrees as being representative of those in their profession. Asked to master a shared assignment in a non-clinical context, the members of the different professional groups met on equal footing, even if the medical students had already gathered more teaching experience and thus mostly assumed a mentoring role over the course of working on and realizing the teaching units. The nursing tutors were primarily focused on their role as tutor. Both professional groups emphasized that prior to the collaboration they had an insufficient or no idea about the theoretical knowledge or practical skills of the other professional group. Overall, the project was rated as beneficial, and interprofessional education was endorsed.Conclusion: In the discussion, recommendations based on the insights are made for joint tutor training of both professional groups. According to these recommendations, harmonizing the teaching abilities of all tutors is essential to ensure equality during cooperation

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

Science.gov (United States)

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Does Family Structure Matter? Comparing the Life Goals and Aspirations of Learners in Secondary Schools

Science.gov (United States)

Davids, Eugene Lee; Roman, Nicolette Vanessa

2013-01-01

The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the…

Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics

Science.gov (United States)

Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

2014-01-01

This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

Science.gov (United States)

Paquette, Kelli R.; Laverick, DeAnna M.

2017-01-01

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

A web-based adaptive tutor to teach PCR primer design

NARCIS (Netherlands)

van Seters, Janneke R.; Wellink, Joan; Tramper, Johannes; Goedhart, Martin J.; Ossevoort, Miriam A.

2012-01-01

When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used

A Web-based Adaptive Tutor to Teach PCR Primer Design

NARCIS (Netherlands)

Seters, van J.R.; Wellink, J.; Tramper, J.; Goedhart, M.J.; Ossevoort, M.A.

2012-01-01

When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used

Un modelo de tutoría universitaria para el aprendizaje de materiales instruccionales Um modelo de tutoría universitaria para o aprendizado de materiais de instrução A College Tutoring Model for Learning through the Use of Instructional Materials

Directory of Open Access Journals (Sweden)

Norma Angélica Ortega-Andrade

2011-04-01

Full Text Available Se exponen los resultados del estudio de un modelo diseñado para atender los problemas relacionados con la comprensión de la lectura y el aprendizaje de materiales instruccionales en estudiantes universitarios, con el apoyo del tutor. En el estudio participaron 59 tutores y 200 estudiantes de la Universidad Autónoma del Estado de Hidalgo, México. El diseño de la investigación fue cuasiexperimental, con tres grupos independientes de comparación. Se aplicó el Inventario de Estilos de Aprendizaje y Orientación Motivacional (Edaom de Castañeda y Ortega (2004, en un pretest-postest después de la intervención con el modelo durante un semestre. Los resultados indican, de manera moderada, que la intervención del tutor contribuyó a mejorar el desempeño de los estudiantes, en comparación con los otros dos grupos, y también que para el aprendizaje de materiales instruccionales se requiere entrenamiento por parte del tutor.Apresenta os resultados do estudo de um modelo concebido para resolver problemas relacionados com a compreensão de leitura e o aprendizado de materiais de instrução em estudantes universitarios com o apoio de tutores. O estudo envolveu 59 professores e 200 estudantes da Universidad Autónoma do Estado de Hidalgo no México. O desenho da pesquisa foi quase-experimental, com três grupos independentes para comparação. Nós aplicamos o Inventario de Estilos de Aprendizagem e Orientação Motivacional (Edaom de Castañeda e Ortega (2004 em um pré-teste-pós-teste após a intervenção com o modelo por um semestre. Os resultados indicam moderadamente que a intervenção do tutor ajudou para melhorar o desempenho dos alunos em comparação com os outros dois grupos, bem como que a aprendizagem de material didático necessita treinamento pelo tutor.Presents the results of a study on a model designed to address problems related to reading comprehension and learning with instructional materials among college students who

Constructing Adult Literacies at a Local Literacy Tutor-Training Program

Science.gov (United States)

Roderick, Ryan

2013-01-01

This study investigates how literacy was constructed at an adult literacy organization's volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy…

Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees' and tutors' perspectives.

Science.gov (United States)

Blohm, Mats; Krautter, Markus; Lauter, Jan; Huber, Julia; Weyrich, Peter; Herzog, Wolfgang; Jünger, Jana; Nikendei, Christoph

2014-04-04

Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees' and tutors' attitudes towards such an intervention. A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors' attitudes towards the course were conducted following principles of grounded theory. Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors' own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A

Factors Influencing Learner Permit Duration

Directory of Open Access Journals (Sweden)

Johnathon P. Ehsani

2016-12-01

Full Text Available An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push, reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull; a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure.

Reflexiones sobre la tutoría como función del profesor universitario

OpenAIRE

López Lucas, María del Carmen

2002-01-01

En el artículo se reflexiona sobre la tutoría, los motivos, los ámbitos de aplicación, cómo hacer una tutoría personalizada y cómo la entrevista en la tutoría individual, y por último, se reflexiona sobre el momento más adecuado para realizarse.

PEER TUTORING IN LEARNING A FOREIGN LANGUAGE AS A NON-MAJOR

Directory of Open Access Journals (Sweden)

E. A. Makarova

2017-01-01

Full Text Available Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee».The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university.Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation.Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more

Intelligent technology for construction of tutoring integrated expert systems: new aspects

Directory of Open Access Journals (Sweden)

Galina V. Rybina

2017-01-01

Full Text Available The main aim of this paper is to acquaint readers of the journal “Open Education” with the accumulated experience of construction and practical use in the educational process of Cybernetics Department of the National Research Nuclear University MEPhI of a special class of intelligent tutoring systems, based on the architectures of tutoring integrated expert systems. The development is carried out on the problem-oriented methodology basis and intelligent software environment of AT-TECHNOLOGY workbench. They provide automation of support of all the stages of construction and maintenance of the life cycle of such systems.In the context of basic models, methods, algorithms and tools that implement the conceptual foundations of a problem-oriented methodology, and which are evolutionarily developed and experimentally investigated in the process of constructing various architectures of training integrated expert systems, including webbased ones, some features of the generalized model of intellectual learning and its components are considered (in particular, the competence-based model of the trainee, the adaptive tutoring model, the ontology model of the course /discipline et al. as well as methods and means of their realization in the current versions of tutoring integrated expert systems.In current versions of tutoring integrated expert systems examples of implementation of typical intelligent tutoring problems are described for the generalized ontology “Intelligent systems and technologies” (individual planning of the method of studying the training course, intelligent analysis of training tasks, intelligent support for decision making.A brief description of the conceptual foundations of the model of the intelligent software environment of the AT-TECHNOLOGY workbench is given and a description of some components of the model is presented with a focus on the basic components – intelligent planner, standard design procedures and reusable

Development and evaluation of a peer-tutoring program for graduate students*.

Science.gov (United States)

Copeland, H Liesel; Kinzy, Terri Goss

2005-03-01

Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

Relative effectiveness of peer and cross-age tutoring in improving ...

African Journals Online (AJOL)

This study was designed to determine the relative effectiveness of peer tutoring and cross-age tutoring on the language achievement of high need primary four pupils of public primary schools. The study adopted the equivalent group design with two experimental groups and a control group. Participants comprised of ninety ...

Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

Science.gov (United States)

Dela Rosa, Kevin; Eskenazi, Maxine

2013-01-01

Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

39 Peer tutors as learning and teaching partners: a cumulative ...

African Journals Online (AJOL)

that of learning and teaching partners to both lecturers and students. ... learning and growth using a balanced approach, which included scholarly research and .... peer tutors to be the kind of academic advisors to students that universities ... In terms of advantages, student peer tutors are closer in experience to the students.

The Effects of the Peer Tutoring Program: An Action Research Study of the Effectiveness of the Peer Tutoring Program at One Suburban Middle School

Science.gov (United States)

Grubbs, Natalie

2009-01-01

The results of a study that examined the peer tutoring program at a middle school are discussed in this article. In an effort to determine ways to improve the peer tutoring program an action research (AR) mixed design study was developed. AR is practitioner based research. Its purpose is to examine the work of practitioners for effectiveness and…

The Military Language Tutor (MILT) Program: An Advanced Authoring System.

Science.gov (United States)

Kaplan, Jonathan D.; Sabol, Mark A.; Wisher, Robert A.; Seidel, Robert J.

1998-01-01

Discusses the Military Language Tutor (MILT), a language-tutor authoring system, examining the development of a proof of principal version of MILT's two-dimensional Arabic microworld, which uses speech input to control an animated agent in solving an authored problem and describing an evaluation of the speech-driven microworld at Fort Campbell,…

Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

Science.gov (United States)

Yang, Kai-Ju

2015-01-01

This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

Perspectives of New Trades Tutors: Boundary Crossing between Vocational Identities

Science.gov (United States)

Chan, Selena

2012-01-01

This article reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. The perspectives are collated from questionnaires and interviews of 13 tutors, from five ITPs, who have been teaching full-time for…

A Spoonful of Success: Undergraduate Tutor-Tutee Interactions and Performance

Science.gov (United States)

Marx, Jonathan; Wolf, Michelle G.; Howard, Kimberly

2016-01-01

We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results…

Parent assessment of medical student skills in ambulatory pediatrics

OpenAIRE

Erika Persson; Christina Haines; Mia Lang

2013-01-01

Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent an...

El tutor y la tutoría en el proceso de formación de especialistas sanitarios en la comunidad de Madrid: Análisis e interpretación mediante grupos focales

Directory of Open Access Journals (Sweden)

Jesús Antonio Álvarez Sánchez

Full Text Available Fundamento: El sistema de formación de especialistas sanitarios (SFE en nuestro país tiene una gran importancia en el mantenimiento de un Sistema de Salud de calidad. La evolución de dicho sistema ha ido configurando al tutor de los residentes en el eje sobre el que recae gran parte de la responsabilidad de la calidad del proceso formativo y de la competencia clínica de los especialistas titulados, sin que se hayan definido los requisitos que deberían acompañar dicha responsabilidad. El objetivo del estudio es explorar la opinión de los tutores respecto de sus responsabilidades y necesidades en el SFE, y en un contexto de tutoría planificada. Métodos: La investigación se realizó mediante cuatro grupos focales formados por tutores de atención primaria y hospitales, donde los residentes realizan su formación. Resultados: los discursos de los participantes se centraron en la definición del perfil asistencial y académico de los tutores, las características que debería reunir el proceso de selección y acreditación del tutor, y en las responsabilidades, funciones y reconocimiento de la tutoría. Conclusiones: se ha identificado claramente la falta de concordancia entre el valor que "en teoría" se otorga a la docencia y la "práctica" de la misma, caracterizada por su subordinación a la asistencia, la escasez de recursos y la falta de reconocimiento de la labor docente. Se apunta la democratización y objetivación del proceso de designación del tutor, una cierta independencia de la tutoría respecto de la estructura asistencial, la potenciación de las Comisiones Docentes y Asesoras, el reconocimiento en baremos profesionales y el tiempo destinado a la tutoría como la mejor compensación.

Qualitative Evaluation of the Java Intelligent Tutoring System

Directory of Open Access Journals (Sweden)

Edward Sykes

2005-10-01

Full Text Available In an effort to support the growing trend of the Java programming language and to promote web-based personalized education, the Java Intelligent Tutoring System (JITS was designed and developed. This tutoring system is unique in a number of ways. Most Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS, on the other hand, requires the teacher to only supply the problem and problem specification. JITS is designed to "intelligently" examine the student's submitted code and determines appropriate feedback based on a number of factors such as JITS' cognitive model of the student, the student's skill level, and problem details. JITS is intended to be used by beginner programming students in their first year of College or University. This paper discusses the important aspects of the design and development of JITS, the qualitative methods and procedures, and findings. Research was conducted at the Sheridan Institute of Technology and Advanced Learning, Ontario, Canada.

ARTIE: An Integrated Environment for the Development of Affective Robot Tutors.

Science.gov (United States)

Imbernón Cuadrado, Luis-Eduardo; Manjarrés Riesco, Ángeles; De La Paz López, Félix

2016-01-01

Over the last decade robotics has attracted a great deal of interest from teachers and researchers as a valuable educational tool from preschool to highschool levels. The implementation of social-support behaviors in robot tutors, in particular in the emotional dimension, can make a significant contribution to learning efficiency. With the aim of contributing to the rising field of affective robot tutors we have developed ARTIE (Affective Robot Tutor Integrated Environment). We offer an architectural pattern which integrates any given educational software for primary school children with a component whose function is to identify the emotional state of the students who are interacting with the software, and with the driver of a robot tutor which provides personalized emotional pedagogical support to the students. In order to support the development of affective robot tutors according to the proposed architecture, we also provide a methodology which incorporates a technique for eliciting pedagogical knowledge from teachers, and a generic development platform. This platform contains a component for identiying emotional states by analysing keyboard and mouse interaction data, and a generic affective pedagogical support component which specifies the affective educational interventions (including facial expressions, body language, tone of voice,…) in terms of BML (a Behavior Model Language for virtual agent specification) files which are translated into actions of a robot tutor. The platform and the methodology are both adapted to primary school students. Finally, we illustrate the use of this platform to build a prototype implementation of the architecture, in which the educational software is instantiated with Scratch and the robot tutor with NAO. We also report on a user experiment we carried out to orient the development of the platform and of the prototype. We conclude from our work that, in the case of primary school students, it is possible to identify, without

ARTIE: an Integrated Environment for the development of Affective Robot Tutors

Directory of Open Access Journals (Sweden)

Luis-Eduardo Imbernón Cuadrado

2016-08-01

Full Text Available Over the last decade robotics has attracted a great deal of interest from teachers and researchers as a valuable educational tool from preschool to highschool levels. The implementation of social- support behaviours in robot tutors, in particular in the emotional dimension, can make a signicant contribution to learning efciency.With the aim of contributing to the rising eld of affective robot tutors we have developed ARTIE (Affective Robot Tutor Integrated Environment. We offer an architectural pattern which integrates any given educational software for primary school children with a component whose function is to identify the emotional state of the students who are interacting with the software, and with the driver of a robot tutor which provides personalized emotional pedagogical support to the students. In order to support the development of affective robot tutors according to the proposed architecture, we also provide a methodology which incorporates a technique for eliciting pedagogical knowledge from teachers, and a generic development platform. This platform contains a component for identiying emotional states by analysing keyboard and mouse interaction data, and a generic affective pedagogical support component which specifies the affective educational interventions (including facial expressions, body language, tone of voice,... in terms of BML (a Behavior Model Language for virtual agent specification files which are translated into actions of a robot tutor. The platform and the methodology are both adapted to primary school students. Finally, we illustrate the use of this platform to build a prototype implementation of the architecture, in which the educational software is instantiated with Scratch and the robot tutor with NAO. We also report on a user experiment we carried out to orient the development of the platform and of the prototype. We conclude from our work that, in the case of primary school students, it is possible to

Focused didactic training for skills lab student tutors - which techniques are considered helpful?

Science.gov (United States)

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. The course consisted of five training modules: 1. 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 2. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 3. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 4. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 5. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab

A Web-Based Adaptive Tutor to Teach PCR Primer Design

Science.gov (United States)

van Seters, Janneke R.; Wellink, Joan; Tramper, Johannes; Goedhart, Martin J.; Ossevoort, Miriam A.

2012-01-01

When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used part of the Taxonomy of Educational Objectives (the…

Conceptual Tutoring Software for Promoting Deep Learning: A Case Study

Science.gov (United States)

Stott, Angela; Hattingh, Annemarie

2015-01-01

The paper presents a case study of the use of conceptual tutoring software to promote deep learning of the scientific concept of density among 50 final year pre-service student teachers in a natural sciences course in a South African university. Individually-paced electronic tutoring is potentially an effective way of meeting the students' varied…

Organization of the Master Tutor in Higher Education: Methodological Support

OpenAIRE

Asya Suchanu

2013-01-01

It reveals the uniqueness tutor support preparation of future teachers in humanities within the magistracy, the ways and means of professional development tomorrow's specialists. Substantiates the importance and meaning of revealed teaching tutor help first-year students, which manifests itself in optimizing individual learning trajectories, leading to efficient fulfillment and positive socialization of students.

Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

Science.gov (United States)

Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.

2018-01-01

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

Evaluation of the Institutional Tutoring Program in a Polytechnic University of the State of Mexico

Directory of Open Access Journals (Sweden)

Claudia Alejandra Hernandez Herrera

2015-05-01

Full Text Available The aim of this article is to evaluate the perception of the alumni on tutoring in a public university in Mexico to analyze the way tutoring has contributed to the integral development of students. A questionnaire was applied to a sample of 312 students; the data obtained were analyzed with the IBM SPSS software. In the results, it was found that the students perceive positively the professors’ competences for tutoring. However, just over 50% of the students feel satisfied with the assigned tutor; in so far as 60% consider that their tutor canalize them to regularization courses; in addition, only 50% admit to have a major and life project, also half of the students believe that tutoring has supported to increase their performance and integration to university; and only two thirds think that their professor has pedagogic knowledge. In conclusion, the data indicate that it must be worked on the implementation of educational policies which contribute to strengthen tutoring programs that encourage the youth in Mexico to successfully complete school, thus, prevent scholar underachievement.

STRATEGI PEMBELAJARAN PELATIHAN MENJAHIT SEBAGAI UPAYA MENINGKATKAN KEMANDIRIAN ANAK TUNAGRAHITA DI SEKOLAH LUAR BIASA (SLB DHARMA ANAK BANGSA KLATEN

Directory of Open Access Journals (Sweden)

Septiyana Dwi Hastuti

2017-03-01

Full Text Available Penelitian bertujuan untuk mendeskripsikan proses pembelajaran dan strategi pembelajaran serta kendala pelatihan menjahit pada anak tunagrahita di SLB Dharma Anak Bangsa Klaten. Pendekatan penelitian adalah kualitatif. Subyek penelitian 6 orang terdiri dari Kepala Sekolah, 1 Tutor, 2 Tutor pendamping dan 2 peserta didik. Serta 2 informan yaitu orang tua peserta didik. Pengumpulan data wawancara, observasi dan dokumentasi. Keabsahan data menggunakan triangulasi metode, sumber dan teori. Teknik analisis data dengan pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian yaitu pembelajaran pelatihan menjahit diawalai dengan waktu pelatihan yang dilakukan pada hari rabu dan kamis dari jam 07.00 sampai dengan 12.50 kemudian pengkondisian peserta didik yang dikelompokkan menurut kemampuan peserta didik dengan materi yang disampaikan adalah materi level 1(satu dan materi level 2 (dua menggunakan metode ceramah, demonstrasi dan tanya jawab. Strategi pembelajaran yang digunakan berorientasi pada individu. Kendala antara lain faktor internal meliputi faktor psikologi antara lain: kurang minat, pemahaman yang sulit, moody, cepat lelah, kejemuan. Faktor jasmani antara lain: kesehatan, cacat tubuh. Faktor eksternal meliputi faktor sekolah yaitu alat pelajaran, waktu pembelajaran. Faktor masyarakat teman sebaya, media massa.The study aims to describe the process of learning and learning strategies as well as constraints on the sewing training retarded children in special schools Nations Children Dharma Klaten. Is a qualitative research approach. 6 study subjects comprised of the Principal, 1 Tutor, Tutor companion 2 and 2 learners. As well as two informants are parents of learners. Data collecting interviews, observation and documentation. Validity of the data using triangulation methods, sources and theory. Data analysis techniques with data collection, data reduction, data presentation and conclusion. Results of the study

A balanced reading programme for Grade One and Two learners of English as a first and as additional language

Directory of Open Access Journals (Sweden)

Wildsmith-Cromarty, Rosemary

2006-12-01

Full Text Available This study reports on a balanced reading programme (BRP designed for a multi-cultural, South African classroom at the Foundation Phase. The BRP uses the mother tongue as a valuable resource to access meaning within a supportive learning environment. The main focus of the study is on the achievements of six Zulu children with differing levels of literacy potential after exposure to a year-long balanced approach to literacy. The study also examines parents’ views on the BRP and their perceptions of the reading process. Data were drawn from the following sources: teacher observations and interactions with learners; semi-structured interviews with parents; analysis of learner assessments and parental questionnaires. It seems that the BRP enhances both the self-confidence and cognitive growth of EAL learners. It also seems that collaborative, interactive learning, extensive independent reading, a language experience approach, home and community support and high teacher expectations of learners, combined with high levels of intrinsic learner motivation can positively impact on EAL learners’ academic progress and social growth at school.

Pre-admission factors and utilization of tutoring services in health professions educational programs.

Science.gov (United States)

Olivares-Urueta, Mayra; Williamson, Jon W

2013-01-01

Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST tutoring (MT >8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (ptutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services.

Implementation of inclusive education: Do parents really matter?

Directory of Open Access Journals (Sweden)

Afolabi Olusegun

2013-01-01

Full Text Available It has long been ascertained that the application of a family centered perspectives to learning is a positive strategy toward implementation of inclusive education worldwide. Similarly, research also confirmed that meaningful parent's involvement is highly recognized as the most important ingredient for successful inclusive practice. This article critically explores and reviews research literature on the relevance and usefulness of family involvement to the implementation of inclusive education. The article planned to increase our knowledge and understanding of the crucial role that engaging families of learners with special needs might have on their learning, and look at earlier studies relating to the major effects of parental involvement in inclusion. Moreover, the article also paid particular attention to how culture, ethnicity, socioeconomic background, and family characteristics influence the level of school - parent partnership in inclusive settings. Finally, findings revealed parents as social actors whose involvement is related to positive outcomes of learners with exceptional needs in inclusive settings.

A Flowchart-Based Intelligent Tutoring System for Improving Problem-Solving Skills of Novice Programmers

Science.gov (United States)

Hooshyar, D.; Ahmad, R. B.; Yousefi, M.; Yusop, F. D.; Horng, S.-J.

2015-01-01

Intelligent tutoring and personalization are considered as the two most important factors in the research of learning systems and environments. An effective tool that can be used to improve problem-solving ability is an Intelligent Tutoring System which is capable of mimicking a human tutor's actions in implementing a one-to-one personalized and…

Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools.

Science.gov (United States)

Alvarez, Simone; Schultz, Jobst-Hendrik

2017-11-01

Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection processes. 32 of the medical faculties in Germany, where tutors are used in the training of medical students, were asked to provide information on the role and recruitment of tutors by means of a partially standardized questionnaire. At the surveyed faculties (return rate 28%), tutors are mostly employed for the purpose of teaching staff support. Even though desired in individual cases, tutors rarely play an active role in curriculum- or faculty development. The way tutor recruitment is handled strongly depends on the capabilities of the individual faculties and the way tutors are utilized. In many cases this process is structured, consisting of written and oral application phases, in other cases recruitment takes place without formal application procedures. The selection criteria, however, were found to be very similar at most faculties. The role of tutors from the faculties' point of view depends strongly on the respective nature of the tutorials, which are just as diverse as the approaches to tutor recruitment. Copyright © 2017. Published by Elsevier GmbH.

Effect of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths.

Science.gov (United States)

Payne, Velma L; Medvedeva, Olga; Legowski, Elizabeth; Castine, Melissa; Tseytlin, Eugene; Jukic, Drazen; Crowley, Rebecca S

2009-11-01

Determine effects of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths. Determine if limited enforcement in a medical tutoring system inhibits students from learning the optimal and most efficient solution path. Describe the type of deviations from the optimal solution path that occur during tutoring, and how these deviations change over time. Determine if the size of the problem-space (domain scope), has an effect on learning gains when using a tutor with limited enforcement. Analyzed data mined from 44 pathology residents using SlideTutor-a Medical Intelligent Tutoring System in Dermatopathology that teaches histopathologic diagnosis and reporting skills based on commonly used diagnostic algorithms. Two subdomains were included in the study representing sub-algorithms of different sizes and complexities. Effects of the tutoring system on student errors, goal states and solution paths were determined. Students gradually increase the frequency of steps that match the tutoring system's expectation of expert performance. Frequency of errors gradually declines in all categories of error significance. Student performance frequently differs from the tutor-defined optimal path. However, as students continue to be tutored, they approach the optimal solution path. Performance in both subdomains was similar for both errors and goal differences. However, the rate at which students progress toward the optimal solution path differs between the two domains. Tutoring in superficial perivascular dermatitis, the larger and more complex domain was associated with a slower rate of approximation towards the optimal solution path. Students benefit from a limited-enforcement tutoring system that leverages diagnostic algorithms but does not prevent alternative strategies. Even with limited enforcement, students converge toward the optimal solution path.

Teaching the tacit knowledge of programming to noviceswith natural language tutoring

Science.gov (United States)

Lane, H. Chad; Vanlehn, Kurt

2005-09-01

For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. In this paper, we test the efficacy of natural language tutoring to teach and scaffold acquisition of these skills. We describe ProPL (Pro-PELL), a dialogue-based intelligent tutoring system that elicits goal decompositions and program plans from students in natural language. The system uses a variety of tutoring tactics that leverage students' intuitive understandings of the problem, how it might be solved, and the underlying concepts of programming. We report the results of a small-scale evaluation comparing students who used ProPL with a control group who read the same content. Our primary findings are that students who received tutoring from ProPL seem to have developed an improved ability to solve the composition problem and displayed behaviors that suggest they were able to think at greater levels of abstraction than students in the read-only group.

Where do people look when tutoring a robot?

DEFF Research Database (Denmark)

Lohan, Katrin Solveig; Fischer, Kerstin; Dondrup, Christian

In this paper, we investigate the relationship between tutors' gaze behavior and particular kinds of linguistic behaviors. In particular, we describe how word classes are distributed over different gazing classes. For this, we collected data from human-robot interactions and used a classification......). The analysis shows that there are, for instance, more object related keywords when people are gazing at an object, and more personal pronouns when people are looking at the robot. Understanding the relationship between human tutors' linguistic and gazing behavior can facilitate bootstrapping the one capability...

A Utilization-Focused Program Evaluation of a Supplemental Educational Services Third-Party Tutoring Model

Science.gov (United States)

Grainger, Michael J.

2013-01-01

Under the mandates of No Child Left Behind, supplemental educational services (SES) in the form of tutoring are provided to eligible students who attend schools in the 3rd year of program improvement status. A local suburban school district in the southern California currently uses a 3rd party tutoring model to provide tutoring services in both…

Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems

Science.gov (United States)

Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

2016-01-01

Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS.…

Learner-centred medical education: Improved learning or increased stress?

Science.gov (United States)

McLean, Michelle; Gibbs, Trevor J

2009-12-01

Globally, as medical education undergoes significant reform towards more "learner-centred" approaches, specific implications arise for medical educators and learners. Although this learner-centredness is grounded in educational theory, a point of discussion would be whether the application and practice of these new curricula alleviate or exacerbate student difficulties and levels of stress. This commentary will argue that while this reform in medical education is laudable, with positive implications for learning, medical educators may not have understood or perhaps not embraced "learner-centredness" in its entirety. During their training, medical students are expected to be "patient-centred". They are asked to apply a biopsychosocial model, which takes cognisance of all aspects of a patient's well-being. While many medical schools profess that their curricula reflect these principles, in reality, many may not always practice what they preach. Medical training all too often remains grounded in the biomedical model, with the cognitive domain overshadowing the psychosocial development and needs of learners. Entrusted by parents and society with the education and training of future healthcare professionals, medical education needs to move to a "learner-centred philosophy", in which the "whole" student is acknowledged. As undergraduate and post-graduate students increasingly apply their skills in an international arena, this learner-centredness should equally encapsulate the gender, cultural and religious diversity of both patients and students. Appropriate support structures, role models and faculty development are required to develop skills, attitudes and professional behaviour that will allow our graduates to become caring and sensitive healthcare providers.

Professor ou tutor: uma linha tênue na docência em EAD

Directory of Open Access Journals (Sweden)

Michelle Brust Hackmayer

2014-06-01

Full Text Available Este trabalho analisa a natureza docente do trabalho de tutoria na Educação a Distância (EAD, utilizando, como referência, os documentos oficiais do Ministério da Educação e Cultura (MEC (Brasil, 2007 sobre as funções do tutor e as avaliações que os tutores do Centro de Educação Superior a Distância do Estado do Rio de Janeiro (CEDERJ fazem de sua prática. Contextualiza a pesquisa, abordando questões teóricas relativas à docência na EAD, a qual envolve vários profissionais em sua atuação, incluindo o tutor. Revela que até o momento inexiste um termo que defina o papel do tutor no trabalho com a EAD, papel este que se torna cada vez maior e mais indefinido. Mostra que, embora tenha, reconhecidamente, uma função importante e determinante nos cursos a distância, o tutor ainda é um profissional que carece de perfil profissiográfico, que lhe confira uma formação definida e um espaço determinado na modalidade. O artigo revela, ainda, que cresce a necessidade de estudos que indiquem quais as suas principais funções, sua identidade profissional e, sobretudo, a caracterização de sua atuação docente na EAD. Analisa as respostas do questionário aplicado aos 38 tutores do CEDERJ/UERJ, no curso de Licenciatura em Pedagogia e, finalmente, conclui que os tutores são unânimes em considerar sua atuação como docente, embora não sejam reconhecidos nem remunerados como tal pela instituição onde atuam.

The Private Tutoring Industry in Taiwan: Government Policies and Their Implementation

Science.gov (United States)

Zhan, Shengli

2014-01-01

Previous studies show that attending private tutoring has become a necessity to many primary and secondary students in East Asia. Educational policies and their effective implementation are crucial to guarantee the healthy development of the private tutoring industry and thus protect the rights of students and their families. Under the framework…

Proceedings of the Air Force Forum for Intelligent Tutoring Systems

Science.gov (United States)

1989-04-01

Science Air Force Summer Study on Fault Isolation in Air Force Weapons and Support Systems. He is an expert in simulation-oriented computer-based...Tutoring (Collins, 1976.) Reprinted with permission of Lawrence Erlbauni Assoc., Inc., Publishers, ( 1976. It should be clear that understanding natural...Grignetti, M., Hausman , C., & Gould, L. (1975). An intelligent on-line assistant and tutor: NLS-Scholar. In Proceedings of the National Computer

Mapping Psychology Students' Perspective on Group Peer-Tutoring in Statistics

Science.gov (United States)

Cantinotti, Michael; Désormeaux-Moreau, Marjorie; Balbinotti, Marcos

2017-01-01

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain…

An evaluation of the student and tutor experience of a residential summer school event (OPTIMAX)

International Nuclear Information System (INIS)

Higgins, Robert; Robinson, Leslie; Hogg, Peter

2014-01-01

Aim: To explore the experiences of students and tutors who participated in a residential multi-cultural and multi-professional 3 week summer school event (OPTIMAX). Method: A grounded theory approach was adopted. Two semi-structured focus group interviews (student and tutor) were conducted to explore participant experiences. Both focus groups were audio recorded and then transcribed and coded to identify the main themes and draw conclusions. Results: Inductive coding defined categories and sub-categories to explore the relationships within and between the two sets of focus group data. Discussion: OPTIMAX was seen a positive experience by both students and tutors and provided an opportunity to undertake team learning with peers from different countries or professional backgrounds. However, consideration needs to be given to team size and tutor leadership. Summary: By participating with international collaborative projects such as this, there is an opportunity to develop learning and explore current practices within radiography. - Highlights: • We explored the experiences of students and tutors during a summer school event. • This was a multi-cultural and multi-professional event. • It was found to be a valuable learning experience by both students and tutors. • Key to this was collaborative team learning by students. • However, consideration needs to be given to team size and tutor leadership

The Development of a Tutor Programme in a University Hall of Residence--A Case Study.

Science.gov (United States)

Beasley, V. J.

The tutor system within a university hall of residence at Flinders University of South Australia and a method of inquiry used to study the system are examined. Interviews with residence hall tutors revealed four concerns: the need for guidelines, the nature of academic tutoring, pastoral care and its implications, and communication channels within…

Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

Science.gov (United States)

Fong, Lin Siew

2016-01-01

Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies…

Tutoring Mentoring Peer Consulting

OpenAIRE

Szczyrba, Birgit; Wildt, Johannes

2006-01-01

Consulting, Coaching und Supervision, Tutoring, Mentoring und kollegiale Beratung: Beratungsangebote verschiedenster Art werden wie selbstverständlich in den Berufen nachgefragt, die mit Beziehung und Interaktion, mit komplexen sozialen Organisationen und Systemen, mit hoher Verantwortlichkeit, aber unsicheren Handlungsbedingungen zu tun haben. Mittlerweile beginnt diese Nachfrage auch in den Hochschulen zu steigen. Eine solche Steigerung wird ausgelöst durch den Wandel in den Lehr-Lernkultur...

An intelligent tutoring system for a power plant simulator

Energy Technology Data Exchange (ETDEWEB)

Seifi, H.; Seifi, A.R. [Tarbiat Modarres University, Tehran (Iran). Faculty of Engineering, Dept. of Electrical Engineers

2002-07-28

An intelligent tutoring system (ITS) is proposed for a power plant simulator. With a well designed ITS, the need for an instructor is minimized and the operator may readily and efficiently take, in real-time, the control of simulator with appropriate messages he(she) gets from the tutoring system. Using SIMULINK and based on object oriented programming (OOP) and C programming language, a fossil-fuelled power plant simulator with an ITS is proposed. Promising results are demonstrated for a typical power plant.

Are tutor-students capable of writing good biochemistry exams?

OpenAIRE

Alexandre B., Sé; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900; Passos, Renato M.; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900; Hermes-Lima, Marcelo; Depto. Biologia Celular, UnB, Brasília, DF, 70910-900

2004-01-01

In a previous article we described the relevance of student seminars for the learning process of appliedbiochemistry for medical and nutrition students (Hermes-Lima et al., Biochem. Mol.Biol.Educ. 30:30-34,2002). First semester students of a basic biochemistry course (BioBio) are divided in 10 groupsof 5 members, and each group is assigned to a specic topic (diabetes, cholesterol, etc) under thesupervision of a tutor-student. The tutors have already coursed BioBio and are currently undertakin...

Parent assessment of medical student’s skills in ambulatory pediatrics

OpenAIRE

Persson, Erika; Haines, Christina; Lang, Mia

2013-01-01

Background Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and stud...

The Military Language Tutor (MILT)

Science.gov (United States)

1998-11-01

interactive tutor in a Pentium based laptop computer. The first version of MILT with keyboard input was designed for Spanish and Arabic and can recognize... NLP ). The goal of the MILT design team was an authoring system which would require no formal external training and which could be learned within four

Possibilities and Limitations of the Application of Academic Tutoring in Poland

Science.gov (United States)

Krajewska, Anna; Kowalczuk-Waledziak, Marta

2014-01-01

In the face of mass education, the need to seek individualized methods of students' teaching-learning is increasing. That causes academic tutoring to become more and more popular in higher education all over the world. The article presents the theoretical background of tutoring, the results of research in that regard and the benefits of its…

25 CFR 36.90 - What recreation, academic tutoring, student safety, and health care services must homeliving...

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false What recreation, academic tutoring, student safety, and... What recreation, academic tutoring, student safety, and health care services must homeliving programs provide? All homeliving programs must provide for appropriate student safety, academic tutoring...

Gender differences in partner interactions during an after-school science peer tutoring program

Science.gov (United States)

Brei-Crawley, M. Jo

This teacher research study examined an after-school science program called SSTAR (Science Students Teaching as Resources) to determine if this program encourages early scientific involvement for girls, specifically the investigation of simple machines. SSTAR's overall goal was to develop scientific skills in fourth grade tutors who were partnered with second grade tutees. This study was conducted during two different SSTAR study sessions, identified as the pilot study (year one) and the expanded study (year two). The SSTAR program and the data collection instruments were refined and modified during this two-year process. Four data collection instruments were used to gather data and insights into this program; video-taped interactions between tutor and tutee, a writing assessment, a performance assessment and focus group discussions. The video taped partnership interactions found that tutors used similar instructional strategies and tutees gave similar response strategies. However, these strategies varied according to the gender of the partner. A written assessment, in the form of an open ended question was given to just the tutors at the beginning and end of their session. Additionally, a performance assessment was given. This assessment asked the tutors to construct a machine from the Legos(c) that were provided. This assessment was also done in a pretest/post-test format. Scores from the writing and performance assessment were then compared and the performance assessment showed more tutor growth in knowledge of simple machines than the writing assessment. Overall students made comments stating they enjoyed the SSTAR program and would sign up again. They had no preference for a same gender or opposite gender partner among either tutor or tutee discussions. All the data examined shows evidence that SSTAR was an effective program for tutor growth in the scientific area of simple machines. While the original study focus was specifically on girls, both genders

Contemporary Tutorial Call: Using Purpose-Built Video as a Grammar Tutor

Science.gov (United States)

Merlo, Jarrad R.; Gruba, Paul A.

2015-01-01

Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largely unexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors and link designs more strongly to contemporary second language acquisition (SLA) principles…

Study of Personalized Network Tutoring System Based on Emotional-cognitive Interaction

Science.gov (United States)

Qi, Manfei; Ma, Ding; Wang, Wansen

Aiming at emotion deficiency in present Network tutoring system, a lot of negative effects is analyzed and corresponding countermeasures are proposed. The model of Personalized Network tutoring system based on Emotional-cognitive interaction is constructed in the paper. The key techniques of realizing the system such as constructing emotional model and adjusting teaching strategies are also introduced.

Developing a Structured Teaching Plan for Psychiatry Tutors at Oxford University

Science.gov (United States)

Al-Taiar, Hasanen

2014-01-01

Purpose: The purpose of this thesis was to examine the teaching ways I undertook in teaching medical students and to examine the use of a structured teaching plan for the academic and clinical tutors in psychiatry. The teaching plan was developed for use, initially by Oxford University Academic tutors at the Department of Psychiatry. In addition,…

Generalized Intelligent Framework for Tutoring (GIFT) Cloud/Virtual Open Campus Quick Start Guide (Revision 1)

Science.gov (United States)

2017-06-01

ARL-CR-0816 ● JUNE 2017 US Army Research Laboratory Generalized Intelligent Framework for Tutoring (GIFT) Cloud/Virtual Open...to the originator. ARL-CR-0816 ● JUNE 2017 US Army Research Laboratory Generalized Intelligent Framework for Tutoring (GIFT...January 2017 4. TITLE AND SUBTITLE Generalized Intelligent Framework for Tutoring (GIFT) Cloud/Virtual Open Campus Quick-Start Guide (Revision 1

The Influence of Self-Efficacy Beliefs for Student Parents Attending University

Science.gov (United States)

van Rhijn, Tricia M.; Lero, Donna S.

2014-01-01

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled…

SISTEMAS TUTORES INTELIGENTES COMO APOYO EN EL PROCESO DE APRENDIZAJE

Directory of Open Access Journals (Sweden)

Edwin Eduardo Millan Rojas

2015-09-01

Full Text Available El objetivo principal de este artículo es la identificación de las principales características de los tutores inteligentes, su origen y evolución los cuales pueden ofrecer elementos para la formulación de nuevos proyectos de investigación relacionados con la educación y el uso de los tutores. El método utilizado es el descriptivo y sistémico, los cuales permiten recopilar los datos necesarios, la información presentada ha sido adquirida de bases de datos especializadas como IEEE, Redalyc, ACM y Science Direct, además de artículos de revistas de universidades internacionales y de proyectos de investigación descargados de Google Académico. Los Sistemas Tutores Inteligentes surgieron al combinar técnicas de inteligencia artificial (IA con los métodos clásicos de enseñanza. Estos son sistemas de software que generan un ambiente idóneo para la interacción y satisfacción de las necesidades del estudiante, adaptable a los conocimientos previos y a la capacidad de evolución de cada alumno respecto a un área del conocimiento. El funcionamiento de los STI se basa en la relación entre tres principales módulos (tutor, estudiante y dominio, para presentar al usuario la información de manera estructurada. La investigación llevada a cabo permitió reunir los aspectos más relevantes de los Sistemas Tutores Inteligentes (STI y presentarlos como una herramienta óptima para llevar a cabo un proceso de aprendizaje.

A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

Science.gov (United States)

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

Tutor system for the application of programming through intelligence analysis

Directory of Open Access Journals (Sweden)

Ivelisse Teresa Machín-Torres

2017-05-01

Full Text Available The present article is part of a research for the development of an intelligent tutor system for the application of programming in the José Martí University of Sancti -Spíritus. The objective of the implementation of this system is to enhance the management knowledge related to programming issues and improve the orientation in solving problems in the university. In order to carry out the implementation of the intelligent tutoring system, the intelligent tutor systems currently in the programming area described the tools and technologies used in the developed solution (methodology, patterns, softwares, programming languages, etc.. It allowed an efficient implementation in a short time of the proposed system. The foregoing is reflected positively in a better student satisfaction and therefore in a higher performance in the teaching-learning process of the university.

Peer Tutoring: Developing Writing in College Education

Directory of Open Access Journals (Sweden)

LUIS BERNARDO PEÑA-BORRERO

2010-03-01

Full Text Available This article presents partial results of a qualitative research on the Project of Inquiry (PRIN that takes place in the Psychology Degree Program at Javeriana University. This project is a formative experience focused on the importance of learning investigative abilities, through academic writing. The research was based on peer-tutoring interactions with 85 ethnographic records, which were subjected to an open and axial codification, in accordance to guidelines developed by Strauss and Corbin. The recordswere organized in emerging categories for their interpretation, in order to establish the potential significance of the pedagogic interaction. The results established the advantages of peer-tutoring in the integral progress of students and specifically the promotion of reading and writing abilities at a College level.

E-learning environment as intelligent tutoring system

Science.gov (United States)

Nagyová, Ingrid

2017-07-01

The development of computers and artificial intelligence theory allow their application in the field of education. Intelligent tutoring systems reflect student learning styles and adapt the curriculum according to their individual needs. The building of intelligent tutoring systems requires not only the creation of suitable software, but especially the search and application of the rules enabling ICT to individually adapt the curriculum. The main idea of this paper is to attempt to specify the rules for dividing the students to systematically working students and more practically or pragmatically inclined students. The paper shows that monitoring the work of students in e-learning environment, analysis of various approaches to educational materials and correspondence assignments show different results for the defined groups of students.

Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

Science.gov (United States)

Kamps, Debra; And Others

1989-01-01

Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

Are tutor-students capable of writing good biochemistry exams?

Directory of Open Access Journals (Sweden)

Sé Alexandre B.

2004-05-01

Full Text Available In a previous article we described the relevance of student seminars for the learning process of appliedbiochemistry for medical and nutrition students (Hermes-Lima et al., Biochem. Mol.Biol.Educ. 30:30-34,2002. First semester students of a basic biochemistry course (BioBio are divided in 10 groupsof 5 members, and each group is assigned to a specic topic (diabetes, cholesterol, etc under thesupervision of a tutor-student. The tutors have already coursed BioBio and are currently undertakingan advanced biochemistry course. In order to evaluate the learning of applied biochemistry for BioBiostudents a true or false exam (TFE is performed. This exam is made of 50 questions (5 on eachtopic elaborated by the tutors under the supervision of the teacher. The TFE corresponds to 10percent of the grade of BioBio and focus on clinical and/or applied biochemistry situations. At theend of the exam, BioBio students were asked to share their opinions about TFEs (n = 401, from2001/1 to 2003/2. When asked to give a 0-to-4 score regarding (a the diculty level of the test,(b the technical quality and (c if the exam makes an appropriate evaluation of applied biochemistryknowledge, the scores were 2.9, 3.4 and 2.9, respectively. BioBio students were also asked if they ndvalid to be evaluated by a tutor-made exam and if they would like to participate in the making ofTFEs; 96 and 58 percent answered yes, respectively.In another survey, we interviewed former BioBio students from the 2nd to the 7th semesters (n=95about TFEs (since 1999-1 regarding technical aspects, which included (1 clarity of questions, (2 levelof diculty, (3 clinical application and (4 thinking (as opposed to memorizing abilities demanded;the 0-to-4 scores were 3.1, 2.9, 2.6, and 2.5, respectively. Other four questions were on the validityof tutors writing TFEs and their capacity to perform such a task; the average score was 3.2. Oursurveys show the students good acceptance of the seminar system

Teacher training tutor of the micro university: issues to reflect

Directory of Open Access Journals (Sweden)

Enma Gallardo Barroso

2004-09-01

Full Text Available This article highlights the great importance an appropriate strategy for the development of the formation of tutors has, due to the role they play in the entire formation of thousands of youngsters as well as teachers and professors. Tutors have the duty of transmitting, together with the professor of the territorial university center, the basic knowledge of the sciences of Education and to endow them of tools for their future professional work.

Who's doing the talking? Teacher and parent experiences of parent-teacher conferences

Directory of Open Access Journals (Sweden)

E M Lemmer

2012-01-01

Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.

EDUCATIONAL OBJECTIVES IN INTELLIGENT TUTORS FOR COMMUNICATION SKILLS

Directory of Open Access Journals (Sweden)

CIPRIAN CUCU

2015-10-01

Full Text Available Intelligent Tutoring Systems have been successfully used to simulate human tutoring in various fields such as mathematics, physics or computer programming. The current paper discusses some of the particularities of designing such systems for the education of communication skills, specifically in a business setting (customer relations, employee communications etc. Since communication is an ill-defined domain (i.e. does not provide a systematic method to obtain a solution, various challenges arise. One of these challenges is the design of educational objectives – the module built on top of the system that would check the users' actions against predefined patterns and would provide the users with feed-back accordingly.

Towards electronically assisted a case study

Directory of Open Access Journals (Sweden)

Abhir Bhalerao

2001-12-01

Full Text Available Formative assessment plays an important role in teaching by motivating learners and providing feedback on the achievement of learning objectives to both students and tutors. However, formative assessment is confounded by large student/tutor ratios, which is an inevitable consequence of resource constraints in publicly funded higher education today. Indeed, for formative assessment to be effective, the feedback to the learner must be timely, specific to the individual, and discursive.

Module for adaptative teaching planning for a tutoring system

OpenAIRE

Ceyca Ceyca, Jorge Omar; Pazos Rangel, Rodolfo A.; Ruiz Vanoye, Jorge Alberto

2007-01-01

La enseñanza ha sido fortalecida con la aparición de las modernas tecnologías computacionales, que han permitido desarrollar la educación a distancia principalmente con el uso de la Internet, siendo los sistemas tutores una de las herramienta más beneficiadas e importantes para esté fin. Sin embargo, la adaptación de los sistemas tutores a las capacidades de los estudiantes es un punto que a penas está siendo explorado [1, 2], es por ello que dada la experiencia en el CENIDET para desarrollar...

Desempeño del tutor de medicina en una universidad pública

OpenAIRE

Josefina Salomón Cruz; María Luisa Castillo Orueta; Juan Antonio Córdova Hernández

2016-01-01

La tutoría es una estrategia que busca alcanzar la formación integral de los estudiantes, la calidad en la educación y la disminución de indicadores tales como deserción, rezago y reprobación escolar. Por ello, la función del tutor representa un compromiso docente e institucional. El objetivo de este estudio es evaluar el desempeño de los tutores en la licenciatura de médico cirujano de la división académica de ciencias de la salud de la Universidad Juárez Autónoma de Tabasco a...

Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving

Science.gov (United States)

Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

2009-01-01

Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system.…

The effect of peer tutoring about performance of students with disabilities in inclusive classroom

Directory of Open Access Journals (Sweden)

Tatiani dos Santos

2008-12-01

Full Text Available This study aimed at to investigate of the procedure of peer tutoring on the academic performance of pupils with intellectual disability in common classrooms of Early Education schools. Participate on the study two children with intellectual disability and twelve typical developmental as tutorial. The taught task was the recognition and the nomination of vowels of the alphabet, through playful activities, being that in the condition without peer tutoring the task was individualized and in the tutoring condition, the task was made in pairs. The results even so point that the peer tutoring can be effective in the improvement of the academic performance, although that is not applied for all of the children and the subject deserve more inquiry.

Supporting Tutoring Within a Namibian Environmental Education ...

African Journals Online (AJOL)

Jenny

During the 2003 NEEC course, the coordinator conducted research into tutor support as part of the requirements of the University of South Africa for the ... opportunity for participants' ongoing professional development was accommodated.

Tutoring and Mentoring for Student Development

OpenAIRE

Luescher Thierry M.; Schreiber Birgit; Moja Teboho

2017-01-01

This guest-edited issue of JSAA focuses on tutoring and mentoring and draws in parts on papers that were presented at the 2016 joint conference of the International Consortium for Educational Development (ICED) and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA).

Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

Science.gov (United States)

Constantinou, Costas S.; Nicolaou, Stella A.

2018-01-01

Problem-Based Learning (PBL) is well known for enhancing students' problem solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors' motivation, challenges and support mechanisms, and the relationship between these. The study found that there…

An intelligent tutor to learn the evaluation of microcontroller I/O programming expressions

NARCIS (Netherlands)

Arends, Hugo; Heeren, B.J.; Keuning, H.W.; Jeuring, J.T.

2017-01-01

Embedded systems engineers need to learn how I/O programming expressions for microcontrollers evaluate. We designed, implemented, and tested an intelligent tutoring system prototype for learning such evaluations. The Microcontroller Knowledge (MicK) tutor guides a student step-by-step towards a

Central catheter dressing in a simulator: the effects of tutor's assistance or self-learning tutorial Parche de catéter central en simulador: efecto de la presencia del tutor o del aprendizaje auto-instruccional Curativo de cateter central em simulador: efeito da presença do tutor ou da aprendizagem autoinstrucional

Directory of Open Access Journals (Sweden)

Milene Thaís Marmol

2012-12-01

Full Text Available AIMS: to compare the performance of undergraduate students concerning semi-implanted central venous catheter dressing in a simulator, with the assistance of a tutor or of a self-learning tutorial. METHOD: Randomized controlled trial. The sample consisted of 35 undergraduate nursing students, who were divided into two groups after attending an open dialogue presentation class and watching a video. One group undertook the procedure practice with a tutor and the other with the assistance of a self-learning tutorial. RESULTS: in relation to cognitive knowledge, the two groups had lower performance in the pre-test than in the post-test. The group that received assistance from a tutor performed better in the practical assessment. CONCLUSION: the simulation undertaken with the assistance of a tutor showed to be the most effective learning strategy when compared to the simulation using a self-learning tutorial. Advances in nursing simulation technology are of upmost importance and the role of the tutor in the learning process should be highlighted, taking into consideration the role this professional plays in knowledge acquisition and in the development of critical-reflexive thoughts and attitudes. (ClinicalTrials.gov Identifier: NCT 01614314.OBJETIVO: comparar el desempeño de graduandos en la realización del parche del catéter venoso central semi-implantado, en simulador, con el auxilio del tutor o de un guía auto-instruccional. MÉTODO: estudio experimental controlado hecho aleatorio. La muestra fue compuesta por 35 alumnos de Graduación en Enfermería que fueron asignados en dos grupos después de asistir a una clase expositiva dialogada y a un vídeo. Un grupo realizó el entrenamiento del procedimiento con el tutor y el otro con el auxilio de un guía auto- instruccional. RESULTADOS: con relación al conocimiento cognoscitivo, los dos grupos presentaron desempeño menor en la pre-prueba comparada al pos-prueba. El grupo con presencia del tutor

Towards an Intelligent Tutor for Mathematical Proofs

Directory of Open Access Journals (Sweden)

Serge Autexier

2012-02-01

Full Text Available Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.

"I couldn't do this with opposition from my colleagues": A qualitative study of physicians' experiences as clinical tutors

Directory of Open Access Journals (Sweden)

Rödjer Stig

2011-10-01

Full Text Available Abstract Background Clinical contact in the early curriculum and workplace learning with active tutorship are important parts of modern medical education. In a previously published study, we found that medical students' tutors experienced a heavier workload, less reasonable demands and less encouragement, than students. The aim of this interview study was to further illuminate physicians' experiences as clinical tutors. Methods Twelve tutors in the Early Professional Contact course were interviewed. In the explorative interviews, they were asked to reflect upon their experiences of working as tutors in this course. Systematic text condensation was used as the analysis method. Results In the analysis, five main themes of physicians' experiences as clinical tutors in the medical education emerged: (a Pleasure and stimulation. Informants appreciated tutorship and meeting both students and fellow tutors, (b Disappointment and stagnation. Occasionally, tutors were frustrated and expressed negative feelings, (c Demands and duty. Informants articulated an ambition to give students their best; a desire to provide better medical education but also a duty to meet demands of the course management, (d Impact of workplace relations. Tutoring was made easier when the clinic's management provided active support and colleagues accepted students at the clinic, and (e Multitasking difficulties. Combining several duties with those of a tutorship was often reported as difficult. Conclusions It is important that tutors' tasks are given adequate time, support and preparation. Accordingly, it appears highly important to avoid multitasking and too heavy a workload among tutors in order to facilitate tutoring. A crucial factor is acceptance and active organizational support from the clinic's management. This implies that tutoring by workplace learning in medical education should play an integrated and accepted role in the healthcare system.

Facial Affect Displays during Tutoring Sessions

NARCIS (Netherlands)

Ghijsen, M.; Heylen, Dirk K.J.; Nijholt, Antinus; op den Akker, Hendrikus J.A.

2005-01-01

An emotionally intelligent tutoring system should be able to provide feedback to students, taking into account relevant aspects of the mental state of the student. Facial expressions, put in context, might provide some cues with respect to this state. We discuss the analysis of the facial expression

The Effects of Trained Peer Tutors on the Physical Education of Children Who Are Visually Impaired

Science.gov (United States)

Wiskochil, Brian; Lieberman, Lauren J.; Houston-Wilson, Cathy; Petersen, Susan

2007-01-01

This study examined the effect of trained peer tutors on the academic learning time-physical education (ALT-PE) scores of children with visual impairments. It found a mean increase of 20.8% for ALT-PE and increases in ALT-PE scores for closed and open skills and that trained peer tutors were more effective than were untrained peer tutors.

Grade Level and Gender Differences in a School-Based Reading Tutoring Program

Science.gov (United States)

Chang, Sau Hou

2011-01-01

The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

The effects of student support services peer tutoring on learning and study strategies, grades, and retention at a rural community college

Science.gov (United States)

Mumford, Thomas J.

The purpose of this study was to investigate the effects of Student Support Services peer tutoring on rural community college students' success in an Anatomy and Physiology class as measured changes in self-reported learning and study strategies, the final grade in Anatomy and Physiology class, and persistence/retention in the following semesters. A secondary goal was to assess the relative merits of two training methods: standard peer tutoring and standard peer tutoring plus introduction to attribution theory. This Anatomy and Physiology class typically has a failure rate of 50%. The federal government annually funds more than 700 Student Support Services (SSS) grants and 162 Health Career Opportunities Programs (HCOP). Nearly 94% of these SSS programs included a tutoring component, and 84% of these programs use peer tutoring. Peer tutors were randomly assigned to one of the treatment conditions and students were randomly assigned to one of the two treatment conditions. There were 31 students in the attribution condition and 28 students in the standard condition. Students were required to have a minimum of 10 hours of tutoring to be included in the analysis. Each tutored student was yoked to a control student who had not sought peer tutoring assistance. Participants were matched for age, marital status, number of adults in the family, number of children in the family and incoming academic skills (CPT Reading Test Results), financial status, and race. The results support peer tutoring as an effective method of increasing student success. The findings support the use of attribution training for tutors as a theoretical base of intervention. Students tutored by attribution trained tutors scored significantly higher on LASSI, had higher Anatomy and Physiology grades, and returned to college at a higher rate than their yoked controls. Standard trained tutors scored significantly higher on the LASSI Test Taking subscale and returned to college at a higher rate than their

Including a learner with physical disabilities: stressful for teachers?

Directory of Open Access Journals (Sweden)

I. Eloff

2002-08-01

Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

INTELLIGENT TUTORING SYSTEM FOR DISTANCE EDUCATION

Directory of Open Access Journals (Sweden)

Jose Dutra de Oliveira Neto

2012-04-01

Full Text Available This study aims to develop and implement a tool called intelligent tutoring system in an online course to help a formative evaluation in order to improve student learning. According to Bloom et al. (1971,117 formative evaluation is a systematic evaluation to improve the process of teaching and learning. The intelligent tutoring system may provides a timely and high quality feedback that not only inform the correctness of the solution to the problem, but also informs the students about the accuracy of the response relative to their current knowledge about the solution. Constructive and supportive feedback should be given to the students to reveal the right and wrong answers immediately after taking the test. A feedback about the right answers is a form to reinforce positive behaviors. Identifying possible errors and relating them to the instruction material may help student to strengthen the content under consideration. The remedial suggestion should be given for each answer with detailed prescription with regards the materials and instructional procedures before taking next step. The main idea is to inform the students what he has learned and what he still has to learn. The open-source LMS called Moodle™ was extended to accomplish the formative evaluation, high-quality feedback, and communal knowledge presented here with a short online financial math course that is being offered at a large University in Brazil. The preliminary results shows that the intelligent tutoring system using high quality feedback helped the students to improve their knowledge about the solution to the problems based on the errors of their past cohorts. The results and suggestion for future work are presented and discussed.

Tutoring and Mentoring

Directory of Open Access Journals (Sweden)

Nelia Frade

2017-12-01

Full Text Available South African institutions of higher education (HE have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education as a result of apartheid-era secondary schooling (White Paper, 2013. This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010. In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI and peer-assisted learning (PAL and mentoring programmes.

Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.

Science.gov (United States)

Garcia, Irène; James, Richard W; Bischof, Paul; Baroffio, Anne

2017-01-01

Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself. We designed and evaluated a faculty development approach to developing PBL tutors that combined self-reflection and peer feedback processes, both powerful techniques for improving performance in education. We developed an observation instrument for PBL facilitation to be used both by tutors to self-observe and reflect on own teaching strategies and by peers to observe and provide feedback to tutors. Twenty PBL sessions were video-recorded. Tutors completed the instrument immediately after their PBL session and again while watching their video-recorded session (self-observation). A group of three observers completed the instrument while watching each recorded session and provided feedback to each tutor (peer observation and feedback). We investigated tutors' perceptions of the feasibility and acceptability of the approach and gathered data on its effectiveness in enhancing tutors' facilitation skills. The preclinical medical curriculum at the University of Geneva is essentially taught by PBL. A new program of faculty development based on self-observation and peer feedback was offered to voluntary tutors and evaluated. Our results suggest that self-observation and peer feedback, supported by an instrument, can be effective in enhancing tutors' facilitation skills. Reflection on self-observation raised teachers' awareness of the effectiveness of

Scaffolding--How Can Contingency Lead to Successful Learning When Dealing with Errors?

Science.gov (United States)

Wischgoll, Anke; Pauli, Christine; Reusser, Kurt

2015-01-01

Errors indicate learners' misunderstanding and can provide learning opportunities. Providing learning support which is contingent on learners' needs when errors occur is considered effective for developing learners' understanding. The current investigation examines how tutors and tutees interact productively with errors when working on a…

How Does Private Tutoring Mediate the Effects of Socio-Economic Status on Mathematics Performance? Evidence from Turkey

Science.gov (United States)

Atalmis, Erkan Hasan; Yilmaz, Mustafa; Saatcioglu, Argun

2016-01-01

Private tutoring refers to additional instruction out of school. With its determinants and effects, private tutoring has received increasing attention from scholars over the past decades. Because of the increasing role of school and high-stakes exams, the demand for private tutoring has increased tremendously in Turkey. The purpose of this study…

Using Visual Supports to Teach English Language Learners in Physical Education

Science.gov (United States)

Nguyen, Huong Tran; Watanabe, Megan Fujiko

2013-01-01

Twenty-five percent of students in the United States are children of immigrant parents, who are considered English language learners (ELLs). As a collective ELL group, their performance level on every measure from achievement scores to graduation rates tends to be lower than almost any other category of students. With over five million ELL…

An Evaluation of the Generalized Intelligent Framework for Tutoring (GIFT) from an Author’s Perspective

Science.gov (United States)

2014-12-01

An Evaluation of the Generalized Intelligent Framework for Tutoring (GIFT) from an Author’s Perspective by Robert A Sottilare, Keith W...Intelligent Framework for Tutoring (GIFT) from an Author’s Perspective Robert A Sottilare and Keith W Brawner Human Research and Engineering...SUBTITLE An Evaluation of the Generalized Intelligent Framework for Tutoring (GIFT) from an Author’s Perspective 5a. CONTRACT NUMBER 5b. GRANT

Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

Science.gov (United States)

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

2011-01-01

As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

Volunteer Motivations and Satisfaction in a Tutoring Program: Implications for Recruitment and Retention

Science.gov (United States)

Gonzalez, Kimberly

2009-01-01

The present study employed a functional approach to assess the motivations of tutors volunteering at a non-profit tutoring program. Based on the work of Clary et al. (1998), the "Volunteer Functions Inventory" (VFI) was used to differentiate between six different functions or motivations; values, understanding, social, career, protective and…

A case study of pedagogy of mathematics support tutors without a background in mathematics education

Science.gov (United States)

Walsh, Richard

2017-01-01

This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors' provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Directory of Open Access Journals (Sweden)

María Dolores Guerra-Martín

2017-07-01

Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academic performance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach.

Science.gov (United States)

O Doherty, Diane; Mc Keague, Helena; Harney, Sarah; Browne, Gerard; McGrath, Deirdre

2018-05-04

Problem-based learning (PBL) has been adopted by many medical schools as an innovative method to deliver an integrated medical curriculum since its inception at McMaster University (Dornan et al., Med Educ 39(2):163-170, 2005; Finucane et al., Med Educ 35(1):56-61, 2001; Barrows, Tutorials in problem-based learning: A new direction in teaching the health professions, 1984). The student experience in PBL has been explored in detail (Merriam, New Directions for Adult and Continuing Education 89: 3-13, 2001; Azer, Kaohsiung J Med Sci 25(5): 240-249, 2009; Boelens et al., BMC Med Ed 15(1): 84, 2015; Dolmans et al., Med Teach 24(2):173-180, 2002; Lee et al., Med Teach 35(2): e935-e942, 2013) but the tutors who facilitate PBL have valuable insight into how PBL functions and this aspect has not been extensively researched. The integrated curriculum for years 1 and 2 at the Graduate Entry Medical School at the University of Limerick is delivered though problem-based learning (PBL). This programme requires collaborative teamwork between students and the tutors who facilitate small-group tutorial sessions. All PBL tutors at GEMS are medically qualified, with the majority (68%) currently working in clinical practice. A mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes. Tutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology

An intelligent tutoring system for teaching fundamental physics concepts

Science.gov (United States)

Albacete, Patricia Lucia

1999-12-01

Students in traditional elementary mechanics classes can master problem solving of a quantitative nature but not those of a qualitative type. Moreover, students' naive conceptions of physics remain unchanged after completing their class. A few approaches have been implemented to improve this situation however none have met with great success. Since elementary mechanics is the foundation for all of physics and it is a required course for most science majors there is a clear need to improve the instruction of the subject. To address this problem I developed a intelligent tutoring system, called the Conceptual Helper, which coaches students during homework problem solving. The tutor uses a unique cognitive based approach to teaching physics, which presents innovations in three areas. (1) The teaching strategy, which focuses on teaching those links among the concepts of the domain that are essential for conceptual understanding yet are seldom learned by the students. (2) The manner in which the knowledge is taught, which is based on a combination of effective human tutoring techniques (e.g., hinting), effective pedagogical methods (e.g., a microscopic view of matter), and less cognitively demanding approaches (e.g., anthropomorphism). (3) The way in which misconceptions are handled which uses the underlying scientific correct line of reasoning to describe to the student the phenomenon that is the basis for the misconception. From a technological point of view the Conceptual Helper was implemented as a model-tracing tutor which intervenes when students make errors and after completion of each problem, at which time the tutor scaffolds the students on post-problem reflection. The remediation is guided by probabilistic assessment of mastery and the interventions are adapted to the errors. The thesis also presents the results of the evaluation of the system which revealed that the gain scores of the experimental group were statistically significantly higher than those of

Focused didactic training for skills lab student tutors – which techniques are considered helpful?

Science.gov (United States)

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors’ acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: ‘How to present and explain effectively’: the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. ‘How to explain precisely’: Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. ‘How to explain on impulse’: Spontaneous teaching presentations were simulated and feedback was given. ‘Peyton’s 4 Step Approach’: Peyton‘s Method for explanation of practical skills was introduced and trained by the participants. ‘How to deal with critical incidents’: Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. Results: The exercise ‘How to present and explain effectively’ received the student tutors’ highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by ‘Peyton’s 4 Step Approach’ , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in

It Takes a Village: An Indigenous Atayal After-School Tutoring Program in Taiwan

Science.gov (United States)

Pai, Hui-Ju; Ho, Hsiu-Zu; Lam, Yeana W.

2017-01-01

The Boyo After-School Tutoring Program in Hsinchu County, Taiwan, is a unique training program developed by the Boyo Social Welfare Foundation. The primary focus of this nonprofit foundation, established in 2008, is providing tutoring and support to indigenous youths. The Boyo Foundation also serves to build the capacity of unemployed village…

The Effects of Tutoring in Preparing Chinese Students for the Scholastic Aptitude Test

Science.gov (United States)

Chen, Li

2009-01-01

Scholastic Aptitude Test, called SAT, has an immense influence in Chinese education. Most Chinese students choose to attend tutoring programs outside of the school curriculum to help them prepare. This study explores the tutoring programs both in China and the United States to assess variables that affect the quality of their preparation.…

Effects of a Cross-Linguistic Storybook Intervention on the Second Language Development of Two Preschool English Language Learners

Science.gov (United States)

Huennekens, Mary Ellen; Xu, Yaoying

2010-01-01

The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their…

Co-Working: Parents' Conception of Roles in Supporting Their Children's Speech and Language Development

Science.gov (United States)

Davies, Karen E.; Marshall, Julie; Brown, Laura J. E.; Goldbart, Juliet

2017-01-01

Speech and language therapists' (SLTs) roles include enabling parents to provide intervention. We know little about how parents understand their role during speech and language intervention or whether these change during involvement with SLTs. The theory of conceptual change, applied to parents as adult learners, is used as a framework for…

Alcohol use amongst learners in rural high school in South Africa

Directory of Open Access Journals (Sweden)

Thembisile M. Chauke

2015-09-01

Full Text Available Background: Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others. Aim: The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa. Method: The sample included 177 male (46.6% and 206 female (53.4% respondents in the age range from 15–23 years, selected by stratified random sampling. Results: The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15–17 year-olds and 53.2% of 18–20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive. Conclusion: This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

Alcohol use amongst learners in rural high school in South Africa.

Science.gov (United States)

Chauke, Thembisile M; van der Heever, Hendry; Hoque, Muhammad E

2015-01-01

Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others. The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa. The sample included 177 male (46.6%) and 206 female (53.4%) respondents in the age range from 15–23 years, selected by stratified random sampling. The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking) within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15–17 year-olds and 53.2% of 18–20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive. This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education

Science.gov (United States)

Arco-Tirado, Jose L.; Fernandez-Martin, Francisco D.; Fernandez-Balboa, Juan-Miguel

2011-01-01

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the…

Applying Matched Sampling to Evaluate a University Tutoring Program for First-Year Students

Science.gov (United States)

Walvoord, Mark E.; Pleitz, Jacob D.

2016-01-01

Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and…

TechTutorer - en ny måde at integrere teknologi i læreruddannelsen?

DEFF Research Database (Denmark)

Heiberg, Tobias; Arstorp, Ann-Thérèse

’TechTutor-enheden’ skal ses. I rapporten uddybes initiativet, men helt enkelt kan TechTutorerne beskrives som en gruppe af lærerstuderende med særlige kompetencer og interesser inden for det teknologiske felt. Og de samarbejder som TechTutorer om udbud af diverse kursusforløb samt udvikling af...... læreruddannelsen, når det kommer til didaktisering og implementering af teknologi – alt sammen med rapportens forfattere som koordinerende og kvalificerende element. TechTutor-initiativet skal altså overordnet ses som et eksperiment, der centrerer sig omkring nye vinkler på kvalificering og optimering af...

Penggunaan Jurnal Belajar dalam Pembelajaran Class Wide Peer Tutoring terhadap Kemampuan Berpikir Kritis Siswa

Directory of Open Access Journals (Sweden)

Lailatul Munawaroh

2015-11-01

Full Text Available Standar asesmen pembelajaran sains hendaknya ditekankan pada penilaian kemampuan siswa dalam real life situation. Diperlukan adanya sistem penilaian untuk mengatasi masalah tersebut. Penggunaan jurnal belajar sebagai refleksi setelah proses pembelajaran menjadi alternatif untuk melatih cara berpikir siswa yang dipadukan dengan pembelajaran Class Wide Peer Tutoring agar siswa lebih aktif. Tujuan penelitian ini untuk menganalisis pengaruh penggunaan jurnal belajar dalam pembelajaran Class Wide Peer Tutoring untuk meningkatkan kemampuan berpikir kritis siswa, mendeskripsikan penerapan jurnal belajar dalam pembelajaran Class Wide Peer Tutoring mempengaruhi peningkatan kemampuan berpikir kritis, dan mendeskripsikan peningkatan kemampuan berpikir kritis setelah perlakuan penggunaan jurnal belajar dalam pembelajaran Class Wide Peer Tutoring. Penelitian dilaksanakan di SMP Muhammadiyah di Kabupaten Malang kelas VIII. Jenis penelitian ini adalah Quasy Eksperimen dengan teknik pengambilan Cluster Random Sampling. Penelitian dilaksanakan di SMP Muhammadiyah di Kabupaten Malang. Data kemampuan berpikir kritis diperoleh dengan test soal esay. Analisis data yang digunakan yaitu uji Independent t-tes. Hasil penelitian menunjukkan penggunaan jurnal belajar dalam pembelajaran Class Wide Peer Tutoring memiliki pengaruh terhadap kemampuan berpikir kritis materi fotosintesis pada siswa kelas VIII SMP Muhammadiyah di Kabupaten Malang. Penerapan penggunaan jurnal belajar dilakukan setelah proses pembelajaran. Peningkatan kemampuan berpikir kritis lebih efektif terjadi pada kelompok eksperimen daripada kontrol.

TraumaTutor: Perceptions of a Smartphone Application as a Learning Resource for Trauma Management

Directory of Open Access Journals (Sweden)

James Wigley

2013-01-01

Full Text Available Aim. We investigated perceptions of a new smartphone application (app as a learning resource. Methods. We developed TraumaTutor, an iPhone app consisting of 150 questions and explanatory answers on trauma management. This was used by 20 hospital staff that either had a special interest in managing trauma or who were studying for relevant exams, such as ATLS. A subsequent questionnaire assessed users’ experience of smartphone applications and their perceptions of TraumaTutor. Results. Of those surveyed, 85% had a device capable of running app software, and 94% of them had used apps for medical education. Specific to TraumaTutor, 85% agreed that it was pitched at the right level, 95% felt that the explanations improved understanding of trauma management, and 100% found the app easy to use. In fact, on open questioning, the clear user interface and the quality of the educational material were seen as the major advantages of TraumaTutor, and 85% agreed that the app would be a useful learning resource. Conclusions. Smartphone applications are considered a valuable educational adjunct and are commonly used by our target audience. TraumaTutor shows overwhelming promise as a learning supplement due to its immediacy, accessibility, and relevance to those preparing for courses and managing trauma.

Guidelines for Tutoring Adult ESL Students.

Science.gov (United States)

Frank, Marcella

This document is a copy of a talk regularly given to new volunteers of English in Action, a community-based organization that provides conversation practice to non-native English speakers. The volunteer tutors typically have no formal English-as-a-Second-Language (ESL) training. This packet is designed to help these volunteers be effective ESL…

EDUCATIONAL INCLUSION A VIEW FROM TEACHERS-TUTORS FOR BACCALAUREATE: CHALLENGES AND DEFIANCES

Directory of Open Access Journals (Sweden)

Irma Leticia Zapata-Rivera

2015-07-01

Full Text Available This article provide an overview of educational inclusion about the challenges and defiances of the PIT-ADIUAS UAS in the formation of the student, through the eyes of teachers-tutors baccalaureate Guasave Nocturna of the Universidad Autónoma de Sinaloa. The importance of the article lies in the documentary analysis of the documents and signed in his rift with the reality observed in the classroom by teachers and tutors. Its approach is developed from a mixed methodology under the case study approach, supported by documentary research techniques and social research (observation and interview. The results obtained and conclusions that the team arrives, intended to call attention to the university authorities to order to comply with one of the precepts unsigned: educational inclusion through teacher-tutor professionalism in the globe NEE students.

ADHD and Adolescent EFL Learners' Speaking Complexity, Accuracy, and Fluency in English

Science.gov (United States)

Marashi, Hamid; Dolatdoost, Mohammad

2016-01-01

This study was an attempt to investigate the relationships among Attention-Deficit/Hyperactivity Disorder (ADHD) and speaking complexity, accuracy, and fluency (CAF) among Iranian EFL learners. To fulfill the purpose of this study, the teachers and parents of 593 male students were given the Farsi version of the CSI-4 ADHD diagnostic…

PILOTING A VOCATIONAL E-COURSE AT A UK COLLEGE: Developing strategies to support non-native English speaking learners to complete the essay-type questions of their assignments

Directory of Open Access Journals (Sweden)

Stavroula BIBILA

2010-04-01

Full Text Available This paper presents a study of practice that was conducted during the piloting of a vocational (health care e-course at the Distance Learning department of a College of Further and Higher Education in England. The purpose of the study was to establish a course of action aiming to support non-native English speaking learners to successfully complete the essay-type questions of the e-course assignments. The exploratory nature of the study means that in effect the study comprises of two distinct, yet interrelated parts, with the first one looking into how two (2 non-native English speaking learners (participants used different e-course resources to help them compose their answers. Based on the findings, the second part examines the role of writing frameworks (in the form of email communication between the tutor and the participants in helping the latter to compose answers that met the assessment criteria in terms of a content (subject accuracy, b length and c originality. Discussion of the findings includes implications for providing additional English for Speakers of Other Languages (ESOL support to distance learners, suggestions for further improvements to the e-course and recommendations for further research.

Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

Science.gov (United States)

Leary, Heather; Walker, Andrew; Shelton, Brett E.; Fitt, M. Harrison

2013-01-01

Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students…

Características do Tutor Efetivo em ABP – Uma Revisão de Literatura

Directory of Open Access Journals (Sweden)

Antonio Carlos Martins

Full Text Available RESUMO A tutoria educacional, desenvolvida eminentemente em caráter individual, é considerada padrão ouro em educação quando comparada a outras estratégias de ensino. Na Aprendizagem Baseada em Problemas (ABP, o tutor representa um papel crucial como facilitador do processo de aprendizagem. A maioria dos professores envolvidos na educação médica como tutores na ABP teve sua formação baseada em aulas teóricas, com pouquíssimos modelos profissionais de tutoria, gerando desconforto e dúvidas com relação ao seu novo papel. Com o objetivo de identificar as características que conferem maior efetividade ao tutor em ABP, fez-se uma revisão da literatura publicada nas bases de dados Pubmed, Embase, Lilacs, SciELO e Eric de 1999 a 2013. Estão abrangidos na pesquisa estudos quantitativos e qualitativos que incluem instrumentos de avaliação de tutores em PBL e indicativos de sua efetividade. Do total de 201 artigos, 35 foram incluídos: 18 artigos (51,4% buscaram analisar os componentes de efetividade na tutoria; 8 artigos (22,9% buscaram analisar diferenças entre tutores especialistas e não especialistas em conteúdos na tutoria; e 9 artigos (25,7% buscaram analisar as variações de comportamento do tutor. As características predominantes dos tutores efetivos variam entre o uso do conhecimento e a facilitação do processo de aprendizagem. Os achados indicam que três domínios interdependentes de competência são importantes para o tutor: a congruência social, definida como o alinhamento social com os alunos, por meio do estabelecimento de um clima acolhedor e aberto de discussão, a habilidade de se comunicar informalmente e ter empatia com os estudantes; a congruência cognitiva, caracterizada pela capacidade de discutir e questionar os estudantes de maneira a estimulá-los a estudar; e o domínio dos conteúdos explorados nos problemas. Com relação ao comportamento do tutor, há uma relativa estabilidade nos domínios de

Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

Science.gov (United States)

Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

2013-08-01

There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services

Science.gov (United States)

Stewart, Molly S.; Good, Annalee G.

2016-01-01

Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K-12 public schools. Examining the…

Mentor Tutoring: An Efficient Method for Teaching Laparoscopic Colorectal Surgical Skills in a General Hospital.

Science.gov (United States)

Ichikawa, Nobuki; Homma, Shigenori; Yoshida, Tadashi; Ohno, Yosuke; Kawamura, Hideki; Wakizaka, Kazuki; Nakanishi, Kazuaki; Kazui, Keizo; Iijima, Hiroaki; Shomura, Hiroki; Funakoshi, Tohru; Nakano, Shiro; Taketomi, Akinobu

2017-12-01

We retrospectively assessed the efficacy of our mentor tutoring system for teaching laparoscopic colorectal surgical skills in a general hospital. A series of 55 laparoscopic colectomies performed by 1 trainee were evaluated. Next, the learning curves for high anterior resection performed by the trainee (n=20) were compared with those of a self-trained surgeon (n=19). Cumulative sum analysis and multivariate regression analyses showed that 38 completed cases were needed to reduce the operative time. In high anterior resection, the mean operative times were significantly shorter after the seventh average for the tutored surgeon compared with that for the self-trained surgeon. In cumulative sum charting, the curve reached a plateau by the seventh case for the tutored surgeon, but continued to increase for the self-trained surgeon. Mentor tutoring effectively teaches laparoscopic colorectal surgical skills in a general hospital setting.

Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

Science.gov (United States)

Andersen, Jeffery C.

2013-01-01

The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

Online access and motivation of tutors of health professions higher education.

Science.gov (United States)

Monaco, Federico; Sarli, Leopoldo; Guasconi, Massimo; Alfieri, Emanuela

2016-11-22

The case study of PUNTOZERO as an open web lab for activities, research and support to 5 Master's courses for the health professions is described. A virtual learning environment integrated in a much wider network including social networks and open resources was experimented on for five Master's Courses for the health professions at the University of Parma. A social learning approach might be applied by the engagement of motivated and skilled tutors. This is not only needed for the improvement and integration of the digital and collaborative dimension in higher education, but it aims to introduce issues and biases of emerging e-health and online networking dimensions for future healthcare professionals. Elements of e-readiness to train tutors and improve their digital skills and e-moderation approaches are evident. This emerged during an online and asynchronous interview with two tutors out of the four that were involved, by the use of a wiki where interviewer and informants could both read and add contents and comments.

The ability of parents to identify Grade 1-learners with ...

African Journals Online (AJOL)

South African Journal for Research in Sport, Physical Education and Recreation ... using the Movement Assessment Battery for Children-2 (MABC-2 Test), and the classification of motor difficulties by the parents of the participants, using the DCD Questionnaire '07 (DCDQ'07), to determine if parents possess the competency ...

Building Communities of Learners. A Collaboration among Teachers, Students, Families, and Community.

Science.gov (United States)

McCaleb, Sudia Paloma

This book suggests an approach to education that includes students' family members as valuable citizens in a community of learners which also includes students, teachers, and other members of the community at large. Part 1 examines current trends in parental involvement and the hidden assumptions on which many such programs are based. It is argued…

Sistema inteligente para evaluación de programas tutores

Directory of Open Access Journals (Sweden)

Luz Daicy Alvarado

2002-01-01

Full Text Available El mecanismo evaluador que se presenta a continuación forma parte de un proyecto que busca el desarrollo de un Sistema de enseñanza asistida por ordenador (EAO basado en tutores inteligentes. Se pretende que este mecanismo, basado en herramientas de «aprendizaje automático», tenga la capacidad para capturar una «imagen» que indique el grado de comprensión de la materia por parte del alumno e identifique los aspectos en los que el estudiante tiene dificultades. Con esa información se retroalimentará a un sistema tutor de manera que este último tome una decisión acerca de la estrategia educativa por seguir.

Teacher interventions in a problem-based hospitality management programme

NARCIS (Netherlands)

van Assen, J.H.E.; Meijers, F.; Otting, H.; Poell, R.F.

2016-01-01

The purpose of this case study was to investigate to what extent tutor interventions in a problem-based learning environment are in line with a learner-oriented approach to teaching. Using extensive observations, this study demonstrated that the seven tutors in our sample apply predominantly

Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

Science.gov (United States)

Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

Tutoring for Success: Empowering Graduate Nurses After Failure on the NCLEX-RN.

Science.gov (United States)

Lutter, Stacy L; Thompson, Cheryl W; Condon, Marian C

2017-12-01

Failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a devastating experience. Most research related to NCLEX-RN is focused on predicting and preventing failure. Despite these efforts, more than 20,000 nursing school graduates experience failure on the NCLEX-RN each year, and there is a paucity of literature regarding remediation after failure. The aim of this article is to describe an individualized tutoring approach centered on establishing a trusting relationship and incorporating two core strategies for remediation: the nugget method, and a six-step strategy for question analysis. This individualized tutoring method has been used by three nursing faculty with a 95% success rate on an NCLEX retake attempt. Further research is needed to identify the elements of this tutoring method that influence success. [J Nurs Educ. 2017;56(12):758-761.]. Copyright 2017, SLACK Incorporated.

An Intelligent and Interactive Simulation and Tutoring Environment for Exploring and Learning Simple Machines

Science.gov (United States)

Myneni, Lakshman Sundeep

Students in middle school science classes have difficulty mastering physics concepts such as energy and work, taught in the context of simple machines. Moreover, students' naive conceptions of physics often remain unchanged after completing a science class. To address this problem, I developed an intelligent tutoring system, called the Virtual Physics System (ViPS), which coaches students through problem solving with one class of simple machines, pulley systems. The tutor uses a unique cognitive based approach to teaching simple machines, and includes innovations in three areas. (1) It employs a teaching strategy that focuses on highlighting links among concepts of the domain that are essential for conceptual understanding yet are seldom learned by students. (2) Concepts are taught through a combination of effective human tutoring techniques (e.g., hinting) and simulations. (3) For each student, the system identifies which misconceptions he or she has, from a common set of student misconceptions gathered from domain experts, and tailors tutoring to match the correct line of scientific reasoning regarding the misconceptions. ViPS was implemented as a platform on which students can design and simulate pulley system experiments, integrated with a constraint-based tutor that intervenes when students make errors during problem solving to teach them and to help them. ViPS has a web-based client-server architecture, and has been implemented using Java technologies. ViPS is different from existing physics simulations and tutoring systems due to several original features. (1). It is the first system to integrate a simulation based virtual experimentation platform with an intelligent tutoring component. (2) It uses a novel approach, based on Bayesian networks, to help students construct correct pulley systems for experimental simulation. (3) It identifies student misconceptions based on a novel decision tree applied to student pretest scores, and tailors tutoring to

Generalized Intelligent Framework for Tutoring (GIFT) Cloud/Virtual Open Campus Quick-Start Guide

Science.gov (United States)

2016-03-01

The GIFT Account allows users to log into GIFT Cloud , manage their personal storage in GIFT Cloud , download GIFT Local, and access resources...ARL-CR-0796 ● MAR 2016 US Army Research Laboratory Generalized Intelligent Framework for Tutoring (GIFT) Cloud / Virtual Open...originator. ARL-CR-0796 ● MAR 2016 US Army Research Laboratory Generalized Intelligent Framework for Tutoring (GIFT) Cloud / Virtual

Emerging Technologies Acceptance in Online Tutorials: Tutors' and Students' Behavior Intentions in Higher Education

Science.gov (United States)

Susilo, Adhi

2014-01-01

Tutors' and students' intentions to use emerging technologies (ETs) in e-learning systems in higher education institutions are a central concern of researchers, academicians, and practitioners. However, tutors' and students' intentions to use ETs in e-learning systems in distance learning are relatively low. The goal of the study, developed in…

How to Get out of the Prisoners' Dilemma: Educational Resource Allocation and Private Tutoring

Science.gov (United States)

Yu, Hongxia; Ding, Xiaohao

2011-01-01

This paper analyzes the behavior of families in China regarding private tutoring, applying game theory to its discussion of their actions. It finds that families will definitely give their children private tutoring after school in order to obtain better educational opportunities in situations where the distribution of educational resources is…

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.

Science.gov (United States)

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

2009-01-01

The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.

Intelligent Tutoring Systems for Scientific Inquiry Skills.

Science.gov (United States)

Shute, Valerie; Bonar, Jeffrey

Described are the initial prototypes of several intelligent tutoring systems designed to build students' scientific inquiry skills. These inquiry skills are taught in the context of acquiring knowledge of principles from a microworld that models a specific domain. This paper discusses microworlds that have been implemented for microeconomics,…

Reading Confidence with "Tail Waggin' Tutors"

Science.gov (United States)

Loveridge, Stacy

2017-01-01

This report discusses the benefits of canine-assisted reading through the "Tail Waggin' Tutors" program at the Glen Burnie Regional Library in Anne Arundel County, Maryland. Presented are the two different types of therapy dog interactions, Animal-Assisted Therapy (AAT) and Animal-Assisted Activities (AAA). The first canine-assisted…

The importance of tutoring in teaching natural sciences with special students

Directory of Open Access Journals (Sweden)

Analia Maria de Fátima Costa

2015-03-01

Full Text Available This article is part of a research developed in the master's PPGECT UTFPR - Campus Ponta Grossa. This cut includes the themes: inclusion; teaching natural sciences and the role of the teacher; students with intellectual disabilities and the mentoring process in mainstream education. For realization of this research, references from different authors on these issues were analyzed. The application and data collection were developed in a class of 5th grade of elementary school to a private school teaching Ponta Grossa / PR, there is among the students, one with intellectual disabilities. Also participating in the study students of the Teacher Training Course (CFD of the school, the researcher teacher and four teachers. The pedagogical action developed with the gang was systematized in a notebook of educational activities with a focused instructional sequence for teaching Natural Sciences, organized in an interdisciplinary manner, with an emphasis on mediation of the tutor as an adjunct in the child's teaching and learning process disability, since the tutelage of relationship is seen as beneficial for both the one who helps, the tutor, the one who is helped, the tutored. Through the mentoring process can adjust the educational response to the particular needs of students, before curriculum and methodological adaptations. The survey results confirmed the need for the presence of a tutor for specialized educational services, mediating the process of teaching and student learning with special educational needs so that the inclusion really becomes effective.

An intelligent tutoring system that generates a natural language dialogue using dynamic multi-level planning.

Science.gov (United States)

Woo, Chong Woo; Evens, Martha W; Freedman, Reva; Glass, Michael; Shim, Leem Seop; Zhang, Yuemei; Zhou, Yujian; Michael, Joel

2006-09-01

The objective of this research was to build an intelligent tutoring system capable of carrying on a natural language dialogue with a student who is solving a problem in physiology. Previous experiments have shown that students need practice in qualitative causal reasoning to internalize new knowledge and to apply it effectively and that they learn by putting their ideas into words. Analysis of a corpus of 75 hour-long tutoring sessions carried on in keyboard-to-keyboard style by two professors of physiology at Rush Medical College tutoring first-year medical students provided the rules used in tutoring strategies and tactics, parsing, and text generation. The system presents the student with a perturbation to the blood pressure, asks for qualitative predictions of the changes produced in seven important cardiovascular variables, and then launches a dialogue to correct any errors and to probe for possible misconceptions. The natural language understanding component uses a cascade of finite-state machines. The generation is based on lexical functional grammar. Results of experiments with pretests and posttests have shown that using the system for an hour produces significant learning gains and also that even this brief use improves the student's ability to solve problems more then reading textual material on the topic. Student surveys tell us that students like the system and feel that they learn from it. The system is now in regular use in the first-year physiology course at Rush Medical College. We conclude that the CIRCSIM-Tutor system demonstrates that intelligent tutoring systems can implement effective natural language dialogue with current language technology.

The Effects and Characteristics of Family Involvement on a Peer Tutoring Programme to Improve the Reading Comprehension Competence

Science.gov (United States)

Blanch, Silvia; Duran, David; Valdebenito, Vanessa; Flores, Marta

2013-01-01

The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers,…

Maternal scaffolding behavior: links with parenting style and maternal education.

Science.gov (United States)

Carr, Amanda; Pike, Alison

2012-03-01

The purpose of this study was to specify the relationship between positive and harsh parenting and maternal scaffolding behavior. A 2nd aim was to disentangle the effects of maternal education and parenting quality, and a 3rd aim was to test whether parenting quality mediated the association between maternal education and scaffolding practices. We examined associations between positive and harsh parenting practices and contingent and noncontingent tutoring strategies. Ninety-six mother-child dyads (49 boys, 47 girls) from working- and middle-class English families participated. Mothers reported on parenting quality at Time 1 when children were 5 years old and again approximately 5 years later at Time 2. Mother-child pairs were observed working together on a block design task at Time 2, and interactions were coded for contingent (contingent shifting) and noncontingent (fixed failure feedback) dimensions of maternal scaffolding behavior. Positive and harsh parenting accounted for variance in contingent behavior over and above maternal education, whereas only harsh parenting accounted for unique variance in noncontingent scaffolding practices. Our findings provide new evidence for a more differentiated model of the relation between general parenting quality and specific scaffolding behaviors. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria

Science.gov (United States)

AbdulRaheem, Yusuf; Yusuf, Hamdallat T.; Odutayo, Adesegun O.

2017-01-01

Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance…

Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

Science.gov (United States)

Barton, James M.

2016-01-01

Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

Baccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology study.

Science.gov (United States)

Li, Ting; Petrini, Marcia A; Stone, Teresa E

2018-02-01

The study aim was to identify the perceived perspectives of baccalaureate nursing students toward the peer tutoring in the simulation laboratory. Insight into the nursing students' experiences and baseline data related to their perception of peer tutoring will assist to improve nursing education. Q methodology was applied to explore the students' perspectives of peer tutoring in the simulation laboratory. A convenience P-sample of 40 baccalaureate nursing students was used. Fifty-eight selected Q statements from each participant were classified into the shape of a normal distribution using an 11-point bipolar scale form with a range from -5 to +5. PQ Method software analyzed the collected data. Three discrete factors emerged: Factor I ("Facilitate or empower" knowledge acquisition), Factor II ("Safety Net" Support environment), and Factor III ("Mentoring" learn how to learn). The findings of this study support and indicate that peer tutoring is an effective supplementary strategy to promote baccalaureate students' knowledge acquisition, establishing a supportive safety net and facilitating their abilities to learn in the simulation laboratory. Copyright © 2017 Elsevier Ltd. All rights reserved.

Ensino superior, tutoria online e profissão docente / Higher education, online tutoring and the teaching profession

Directory of Open Access Journals (Sweden)

Marcia Rozenfeld Gomes de Oliveira

2009-01-01

Full Text Available Este artigo traz a análise de uma pesquisa—de natureza descritivo-analítica—sobre a tutoria online, algumas de suas características e peculiaridades com relação à docência presencial. Para este fim, parte de um questionário respondido por 222 tutoresvirtuais pertencentes aos cursos oferecidos pela Universidade Federal de São Carlos(UFSCar em parceria com a Universidade Aberta do Brasil (UAB e municípios brasileiros. A análise enfocou algumas características dos tutores (e.g., gênero, formação e experiência docente, sua organização do trabalho e atividades exercidas, adivisão de trabalho (entre tutores e professores responsáveis pelas disciplinas, o entendimento dos respondentes sobre a natureza da tutoria e suas percepções sobre a educação a distância (EaD. O estudo fundamentou-se em autores tais como Lortie, Tardif e Shulman sobre a docência na modalidade presencial e em Mill, Maggio eKenski, entre outros, sobre a docência a distância. Os resultados apontam para a predominância de tutores do sexo feminino, assemelhando-se à composição do corpo docente na modalidade presencial nos níveis inferiores, e indicam altos níveis deescolaridade e uma experiência bastante significativa na docência presencial. A despeito das dificuldades encontradas, devidas particularmente à falta de experiência nesta modalidade educacional e a questões técnicas, a maioria dos tutores declarou facilidade na atuação e satisfação com o trabalho realizado. Os dados também sugerem que os tutores gozaram de relativa autonomia com relação tanto às ações associadas à transmissão do conteúdo quanto àquelas relativas à gestão da sala de aula no ambiente virtual de aprendizagem. Esta autonomia pode estar na base da percepção dosrespondentes de que o tutor online, no contexto estudado, exerceria uma função verdadeiramente docente.Abstract This article brings the analysis of a study—of a descriptive-analytical nature�

Virtual tutor systems for robot-assisted instruction

Science.gov (United States)

Zhao, Zhijing; Zhao, Deyu; Zhang, Zizhen; Wei, Yongji; Qi, Bingchen; Okawa, Yoshikuni

2004-03-01

Virtual Reality technology belongs to advanced computer technology, it has been applied in instruction field and gains obvious effect. At the same time, robot assisted instruction comes true with the continuous development of Robot technology and artificial intelligence technology. This paper introduces a virtual tutor system for robot assisted instruction.

Intelligent Tutoring Agent for Settlers of Catan

NARCIS (Netherlands)

Geuze, Jeroen; van den Broek, Egon; Schobbens, Pierre-Yves; Vanhoof, Wim; Schwanen, Gabriel

2006-01-01

An Intelligent Tutoring Agent (ITA) for the board game Settlers of Catan (SoC) is introduced. It uses CLIPS knowledge bases, connected by JCLIPS to a JAVA implementation of SoC. It is founded on a new theoretical framework that describes the development of negotiation skills in children. Using this

Implementation of Peer Tutoring Strategies in Teaching Students with ADHD: Teachers' Attitudes in Saudi Education

Science.gov (United States)

Abaoud, Abdulrahman A.

2016-01-01

This study aimed to measured teachers' attitudes toward implementation of peer tutoring strategies in teaching students with ADHD in Saudi Arabia. The study moreover examined the relationship between teachers' attitudes of implementation of peer tutoring strategies and variables of demographic characteristics. Five hundred thirty eight teachers…

The Advancing Potential of Tutor Technologies in the Senior Students Training in the High School

Directory of Open Access Journals (Sweden)

Y. A. Lyakh

2013-01-01

Full Text Available The paper is devoted to the tutoring system in the modern high school. The system in question is based on the complex developmental educational technology of personalized teaching, aimed at identifying students’ educational motives and interests, and creating individual training programs and educational reflection. The important role is given to the tutor’s competence both in profile teaching and creating the comfortable communicative and stimulating educational environment. The author reveals the structural and functional implementation model of tutoring technologies, and observes its performance in the course of education quality monitoring of senior students in the profile high schools. The effectiveness of the personalized tutor technology system is demonstrated in three different aspects: the students’ education quality and communicative educational activity; development of tutors’ competence in monitoring the profile education quality; and students’ self-assessment and professional self-determination. The experimental research demonstrates that the implementation model of tutor technologies facilitates education quality improvement in the high school. 

An Intelligent Tutor for Intrusion Detection on Computer Systems

National Research Council Canada - National Science Library

Rowe, Neil C; Schiavo, Sandra

1998-01-01

... critical. We describe a tutor incorporating two programs. The first program uses artificial-intelligence planning methods to generate realistic audit files reporting actions of a variety of simulated users (including intruders...

Conversation as Academic Practice: Tutors' Strategies in Integrating Student Learning in a Professional Training Degree Programme

Directory of Open Access Journals (Sweden)

Matt Bowden

2013-04-01

Full Text Available Tutors are generally considered to be an additional resource in teaching and learning, as a means of augmenting that of the lecturer. This article explores tutors as academic staff with responsibilities for developing practice competencies and integrating student learning in a social care professional training degree programme. The research is small-scale, based upon data from a purposive sample of five interviews; and upon insider-participant observation notes and reflections in one single setting. The author deployed a situated ethnographic methodology alongside a frame analytic approach. The research found that in their academic practice, tutors reveal how their student contact is oriented to developing a reflective practitioner and they discuss how programme inputs impact on the student’s professional self. Simultaneously, tutors seek to create cross programme integration through finding overlaps with academic programme strands.

Why Do Learners Choose Online Learning: The Learners' Voices

Science.gov (United States)

Ilgaz, Hale; Gulbahar, Yasemin

2017-01-01

Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

Challenges Experienced by Korean Medical Students and Tutors during Problem-Based Learning: A Cultural Perspective

Science.gov (United States)

Ju, Hyunjung; Choi, Ikseon; Rhee, Byoung Doo; Tae-Lee, Jong

2016-01-01

How people learn is influenced by the cultural contexts in which their learning occurs. This qualitative case study explored challenges Korean medical students and tutors experienced during their PBL sessions from a cultural perspective using Hofstede's cultural dimensions. Twelve preclinical medical students and nine tutors from a large Korean…

Fundamental Skills Tutoring Project, Year III, Dayton, Ohio Area

National Research Council Canada - National Science Library

Elling, Sue

1996-01-01

... the effectiveness of the tutors as they are developed. The Alliance for Education was tasked with selecting schools, purchasing, installing and maintaining hardware, supporting local teachers and administrators, assisting Armstrong Laboratory personnel...

Some Steps towards Intelligent Computer Tutoring Systems.

Science.gov (United States)

Tchogovadze, Gotcha G.

1986-01-01

Describes one way of structuring an intelligent tutoring system (ITS) in light of developments in artificial intelligence. A specialized intelligent operating system (SIOS) is proposed for software for a network of microcomputers, and it is postulated that a general learning system must be used as a basic framework for the SIOS. (Author/LRW)

Whose voice matters? Learners

Directory of Open Access Journals (Sweden)

Sarah Bansilal

2010-01-01

Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.

A Visualization-Based Tutoring Tool for Engineering Education

Science.gov (United States)

Nguyen, Tang-Hung; Khoo, I.-Hung

2010-06-01

In engineering disciplines, students usually have hard time to visualize different aspects of engineering analysis and design, which inherently are too complex or abstract to fully understand without the aid of visual explanations or visualizations. As examples, when learning materials and sequences of construction process, students need to visualize how all components of a constructed facility are assembled? Such visualization can not be achieved in a textbook and a traditional lecturing environment. In this paper, the authors present the development of a computer tutoring software, in which different visualization tools including video clips, 3 dimensional models, drawings, pictures/photos together with complementary texts are used to assist students in deeply understanding and effectively mastering materials. The paper will also discuss the implementation and the effectiveness evaluation of the proposed tutoring software, which was used to teach a construction engineering management course offered at California State University, Long Beach.

Development and implementation of a technical and didactical training program for student tutors in the dissection course.

Science.gov (United States)

Shiozawa, Thomas; Hirt, Bernhard; Celebi, Nora; Baur, Friederike; Weyrich, Peter; Lammerding-Köppel, Maria

2010-12-20

student tutors have a long tradition in gross anatomy instruction. However, the full potential of the tutors is generally not tapped, since little attention is paid to their technical and didactical training. The aim of this paper is to report a systematic approach to the development, didactic reasoning and implementation of a curriculum for training student tutors in gross anatomy. the training program was developed using the six-step approach of Kern's curriculum development model. For needs assessment, the literature research was amended by a survey among the 1st and 2nd year students of the dissection course (n=167) and two independent 90 min focus group interviews with the tutors who supervised these students (n=15). Protocols were transcribed and analyzed by margin coding. The training curriculum was setup on the basis of these data. corresponding to the literature, the students want student tutors with good teaching competence as well as adequate content knowledge and technical competence. Supporting that, the tutors request a training program enhancing their didactic skills as well as their knowledge of content and working using relevant methods. Thus, a combined didactic and professional training program has been developed. Six professional and 11 didactic learning objectives were defined. A 3 weeks training curriculum was implemented, using microteaching and group exercises for didactics and active dissection for technical training. Both parts were interlocked on a contextual and practical level. our focus group analyses revealed that a specific training program for student tutors in the dissection course is necessary. We describe a feasible task-oriented training curriculum combining didactic and professional objectives. 2010. Published by Elsevier GmbH.

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Science.gov (United States)

Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

2017-01-01

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

A discussion on the development of educational resources for college students as family tutors

Directory of Open Access Journals (Sweden)

Zhao Da Wei

2006-02-01

Full Text Available This article explores the current situation of university students taking part time jobs as tutors in families. This is very popular in China, especially in cities and towns. After systematic investigations, the author suggests that the office of student affairs in Chinese universities should play a substantial role by providing opportunities for these students to become better tutors.

EGS4, case study and tutor problem

International Nuclear Information System (INIS)

Gupta, S.K.

2000-01-01

Tutor problems having sub-directory of EGS4 code for electron transfer through medium like metal plate of tantalum, sodium iodides radiation detectors are discussed. Semi infinite slab of material is placed in a vacuum and a pencil beam of electrons or photons is incident at the origin travelling along the Z-axis is described

Social interaction with a tutor modulates responsiveness of specific auditory neurons in juvenile zebra finches.

Science.gov (United States)

Yanagihara, Shin; Yazaki-Sugiyama, Yoko

2018-04-12

Behavioral states of animals, such as observing the behavior of a conspecific, modify signal perception and/or sensations that influence state-dependent higher cognitive behavior, such as learning. Recent studies have shown that neuronal responsiveness to sensory signals is modified when animals are engaged in social interactions with others or in locomotor activities. However, how these changes produce state-dependent differences in higher cognitive function is still largely unknown. Zebra finches, which have served as the premier songbird model, learn to sing from early auditory experiences with tutors. They also learn from playback of recorded songs however, learning can be greatly improved when song models are provided through social communication with tutors (Eales, 1989; Chen et al., 2016). Recently we found a subset of neurons in the higher-level auditory cortex of juvenile zebra finches that exhibit highly selective auditory responses to the tutor song after song learning, suggesting an auditory memory trace of the tutor song (Yanagihara and Yazaki-Sugiyama, 2016). Here we show that auditory responses of these selective neurons became greater when juveniles were paired with their tutors, while responses of non-selective neurons did not change. These results suggest that social interaction modulates cortical activity and might function in state-dependent song learning. Copyright © 2018 Elsevier B.V. All rights reserved.

Learner corpus profiles the case of Romanian learner English

CERN Document Server

Chitez, Madalina

2014-01-01

The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.

A Peer Mentor Tutor Program in Physics

Science.gov (United States)

Nossal, S. M.; Jacob, A. T.; Buehlman, J. D.; Middlecamp, C. H.

2001-05-01

The Peer Mentor Tutor (PMT) program in the University of Wisconsin-Madison's Physics Department matches upper level undergraduate physics majors in small groups with students potentially at-risk for having academic trouble with their gateway introductory non-calculus physics course or for feeling isolated at the University. The program enhances students'learning and confidence by providing an emphasis on problem solving, a supportive environment for asking questions, and opportunities for acquiring missing math skills. The students assisted include, among others, returning adults, students of color,students with English as a second language, and students who have never taken physics in high school. The tutors acquire teaching and leadership experience with ongoing training throughout the year. The Physics PMT program is run in collaboration with a similar program in Chemistry. The peer model is also being applied to other science courses at the University of Wisconsin. We will describe the structure of the Physics PMT program and our current efforts to expand the program into a broader Physics Learning Center that may serve multiple purposes and courses.

Parental Factors in Children's Motivation for Learning English: A Case in China

Science.gov (United States)

Butler, Yuko Goto

2015-01-01

Schools in China and elsewhere are starting to teach English as a second language or foreign language (FL) to students at increasingly earlier ages. Although young learners (YLs), due to their developmental stage, are likely to be particularly susceptible to the influence of parents, parents' roles in YLs' motivation to learn English as an FL is…

The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

Science.gov (United States)

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. PMID:17624077

An experimental analysis of the effectiveness and sustainability of a Chinese tutoring package.

Science.gov (United States)

Wu, Hang; Miller, L Keith

2012-01-01

This experiment evaluated the effects of training tutors to use an instructional package to teach pronunciation and translation of the Chinese language. Tutors' correct use of the package increased from 68% of trials to 92% after training, and student correct pronunciation increased from 45% to 90%, with similar effects for translation. Continued use of the package, high social validity, and extended follow-up suggest that use of the package may be sustainable.

A Peek into the Life of Online Learning Discussion Forums: Implications for Web-Based Distance Learning

Science.gov (United States)

Allan, Mary

2004-01-01

Supporting quality learning in online discussion forums is an intricate task, particularly for e-tutors aspiring to facilitate vigorous interactive learning environments. I argue that the key to successful online discussion forums is the ability of e-tutors to provide learners with feedback well informed in the meaning making and knowledge…

Literacy Learning in Saskatchewan: A Review of Adult Literacy Programs (1989). SIDRU Research Report No. 15.

Science.gov (United States)

Hindle, Judith K.

This report focuses on a December 1988 to December 1989 evaluation of the structures, processes, and outcomes of 15 primarily volunteer tutor-based literacy programs. It addresses the effectiveness of the Saskatchewan Literacy Campaign in increasing tutor and learner enrollments in the programs. Chapter 1 provides background and definitions.…

How To Tutor Students with Reading Comprehension Problems.

Science.gov (United States)

Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

Learner Personas in CALL

Science.gov (United States)

Heift, Trude

2007-01-01

In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

Engagement with the TeenDrivingPlan and diversity of teens' supervised practice driving: lessons for internet-based learner driver interventions.

Science.gov (United States)

Winston, Flaura K; Mirman, Jessica H; Curry, Allison E; Pfeiffer, Melissa R; Elliott, Michael R; Durbin, Dennis R

2015-02-01

Inexperienced, less-skilled driving characterises many newly licensed drivers and contributes to high crash rates. A randomised trial of TeenDrivingPlan (TDP), a new learner driver phase internet-based intervention, demonstrated effectiveness in improving safety relevant, on-road driving behaviour, primarily through greater driving practice diversity. To inform future learner driver interventions, this analysis examined TDP use and its association with practice diversity. Posthoc analysis of data from teen/parent dyads (n=107), enrolled early in learner phase and assigned to treatment arm in randomised trial. Inserted software beacons captured TDP use data. Electronic surveys completed by parents and teens assessed diversity of practice driving and TDP usability ratings at 24 weeks (end of study period). Most families (84%) used TDP early in the learner period; however, the number of TDP sessions in the first week was three times higher among dyads who achieved greater practice diversity than those with less. By week five many families still engaged with TDP, but differences in TDP use could not be detected between families with high versus low practice diversity. Usability was not a major issue for this sample based on largely positive user ratings. An engaging internet-based intervention, such as TDP, can support families in achieving high practice diversity. Future learner driver interventions should provide important information early in the learner period when engagement is greatest, encourage continued learning as part of logging practice drives, and incorporate monitoring software for further personalisation to meet family needs. NCT01498575. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

SOCIAL FRANCHISING AND SUPPLEMENTARY TUTORING: A QUALITATIVEANALYSIS OFFACILITATORS’PERCEPTIONS

Directory of Open Access Journals (Sweden)

Pieter van Schalkwyk

2017-01-01

Full Text Available Franchising, a business concept that originated in the United States of America (USA, is asystem of doing business via contracts through which the franchiser shares a system ofknowledge, intellectual property and trade secrets in return for fees and royalties. Socialfranchising, on the other hand, utilises the same principles and format to achieve socialbenefits. Social franchising has been associated with, among others, the health services andeducation. Health services such as Marie Stopes International make use of social franchisingto increase their services by engaging existing private providers to deliver high quality sexualreproductive health services in underserved areas. In education, social franchising can be seenas a quick fix to national problems regarding education. The purpose of this study was toqualitatively analyse facilitators’perceptions of social franchising in education through theprovision of supplementary lessonsand its potential to improvestudents’ performance. Thesample of the study comprised facilitatorsactively involved in the facilitation of lessons tosupplement existing knowledge/impart new learning methodologies in mathematics, scienceand languages for school-going learners. An interview schedulewas developed andparticipants were interviewed at the site of deliveryduring the period when students were onrecess. From a content analysis of the transcripts of the interviewsfour themes, namely,challenges,opportunities,motivationandsustainabilityemerged. It is recommended thatthere should be greater parental as well as university involvement in the provision ofsupplementary tuition for learners. Existing schools with adequate resources should also beconsidered as possible venues for supplementary tuition.

MENO-II: An AI-Based Programming Tutor.

Science.gov (United States)

Soloway, Elliot; And Others

This report examines the features and performance of the BUG-FINDing component of MENO-II, a computer-based tutor for beginning PASCAL programming students. A discussion of the use of artificial intelligence techniques is followed by a summary of the system status and objectives. The two main components of MENO-II are described, beginning with the…

Professionalizing tutors and tutorials in higher education

Directory of Open Access Journals (Sweden)

Colunga, Silvia

2012-01-01

Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

Science.gov (United States)

Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

2015-09-09

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate

HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING

Directory of Open Access Journals (Sweden)

Adi Suryani

2013-06-01

Full Text Available Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.

The Impact of Peer Tutoring on Librarians in Training at the University of Ibadan, Nigeria

Science.gov (United States)

Okoroma, Francisca N.

2013-01-01

Peer tutoring plays a very significant role in teaching and learning, its gain is not limited to positive academic performance but extends to social life development. This work seeks to identify the impact peer tutoring has on librarians in training at the University of Ibadan, including the motives and strategies of the participants, the benefits…

The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students: A Meta-Analysis

Science.gov (United States)

Ritter, Gary W.; Barnett, Joshua H.; Denny, George S.; Albin, Ginger R.

2009-01-01

This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States and further investigates for whom and under what conditions tutoring can be effective. The authors found 21 studies (with 28 different study cohorts in those studies)…

USE OF LIBRARIES IN OPEN AND DISTANCE LEARNING SYSTEM: Barriers to the Use of AIOU Libraries by Tutors and Students

Directory of Open Access Journals (Sweden)

Abdul Jabbar BHATTI,

2012-04-01

Full Text Available This study explores; the library needs of students and tutors of Allama Iqbal Open University (AIOU, utilization level of the library facilities and resources, the problems in the use of library, and suggestions for improvement of library facilities for students and tutors. Data collected from 4080 students and 526 tutors belonging to 15 different regional offices showed that students and tutors needed library for various educational purposes, the regional libraries were not being used much, and both tutors and students were facing various problems such as unsuitable library timing, long distance between library and their residence, non availability of latest journals, non availability of required material, lack of temperature control in the library, insufficient study area, lack of latest books, and inadequate staff. For improving library facility at regional level, the students and tutors suggested to; provide more books and journals, expand library timings, arrange library facility at workshop venues, make arrangements to advertise the resources and services at the library to the students, provide computers and internet service, provide trained staff, and arrange partnership with other academic libraries.

perceptions of tutors in physiotherapy practical skills training

African Journals Online (AJOL)

attribute stipulated in most competency charters for health professionals.[11]. Owing to increasing ... used to quantify which competencies or skills student tutors thought they had obtained through the facilitation of the tutorial sessions. The results ... Ethical approval was granted by the SU Health Research. Ethics Committee ...