WorldWideScience

Sample records for tutor programs produced

  1. A Program Evaluation of Intersession Tutoring

    Directory of Open Access Journals (Sweden)

    Nandang Kosasih Ananda

    2016-02-01

    Full Text Available This study examined one program which was in place in a multi-track year-round elementary school, a tutoring program delivered during the students' intersession. Through interviews, surveys, and analysis of grades recorded on report cards, the program was evaluated to determine whether goals for the program were met. Survey data revealed that students, parents, and teachers all felt overwhelmingly that the program was effective at meeting stated program goals. Report card data did not show a statistically significant increase in grades after students attended the program, but many intervening variables were not controlled for. Additional convenience factors, such as transportation, cost, and timing contributed to the program benefits

  2. 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.

  3. 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…

  4. 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…

  5. Some Experiences with Two Intelligent Tutoring Systems for Teaching Computer Programming: PROUST and the LISP-Tutor

    NARCIS (Netherlands)

    van Merrienboer, J.; Maaswinkel, D.; van den Berg, Klaas; Pieters, J.M.

    1989-01-01

    In this article, we report on our experiences with PROUST and the LISP-Tutor, which are intelligent tutoring systems (ITS) for teaching introductory programming in respectively Pascal and LISP. After a brief discussion of the history of intelligent programming tutors, and the presentation of a

  6. The Impact of an Online Tutoring Program on Mathematics Achievement

    Science.gov (United States)

    Clark, Amy K.; Whetstone, Patti

    2014-01-01

    The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information…

  7. Analysing Student Programs in the PHP Intelligent Tutoring System

    Science.gov (United States)

    Weragama, Dinesha; Reye, Jim

    2014-01-01

    Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that…

  8. Analysing Student Programs in the PHP Intelligent Tutoring System

    Science.gov (United States)

    Weragama, Dinesha; Reye, Jim

    2014-01-01

    Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that…

  9. A peer mentor tutor program for academic success in nursing.

    Science.gov (United States)

    Robinson, Erin; Niemer, Louise

    2010-01-01

    Due to the difficult and rigorous nature of nursing education, student retention and attrition are major concerns for faculty. This article describes the implementation and outcomes of a peer-based mentor tutor program (PMTP) for at-risk students in a traditional baccalaureate program. Funding was obtained to provide scholarship incentives for student participants and cover costs of training and materials. Criteria were determined for the selection of student mentors-tutors and the identification of at-risk students. Interventions consisted of weekly PMTP sessions offered for the first four semesters of nursing courses. Course grades were used to determine outcome differences between control and intervention groups. Students in the intervention group were found to score significantly higher than the control group on both summative and final grades.

  10. An Automatic Tutor for Introductory Programming Students.

    Science.gov (United States)

    Danielson, Ronald L.; Nievergelt, Jurg

    A program was developed to use the PLATO IV system of the University of Illinois to help students solve typical programing problems. The program tries to approximate a near-ideal situation in which each student receives correction of logical errors and comments on good programing practice as he goes along in a one-on-one tutorial environment. The…

  11. 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…

  12. Older College Students as Tutors for Adult Learners in an Urban Literacy Program.

    Science.gov (United States)

    Ntiri, Daphne W.

    1999-01-01

    Describes a university literacy tutorial program in which older adult college students received tutor training and then carried out one-to-one reading tutorials with adult male learners who were rehabilitating addicts. Offers two case studies, and shows that the program had a significant impact on tutors' commitment to community volunteerism and…

  13. 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…

  14. Using a Learning Model to Integrate Study Skills into a Peer-Tutoring Program. College Reading and Learning Assistance Technical Report 84-03.

    Science.gov (United States)

    Schmelzer, Ronald V.; And Others

    The use of a learning model in a peer tutoring program is discussed. Although the tutorial function is often a priority, the goal of the peer-tutoring program is to help students become independent learners. To eliminate the need for tutoring, it is necessary to determine why the student is having academic problems. To train peer tutors, a…

  15. Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

    Science.gov (United States)

    Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

    2017-01-01

    Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

  16. Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

    Science.gov (United States)

    Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

    2017-01-01

    Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

  17. The 1986 Literacy Tutor Coordination Program: A Report to the Legislature Pursuant to Chapter 312, Laws of 1986 (ESSB 4762).

    Science.gov (United States)

    Carbone, Gilbert J.

    A $100,000 appropriation for fiscal year 1986 directed the Washington State Board for Community College Education and the state's Superintendent of Public Instruction to establish a pilot program for coordinating the efforts of volunteer literacy tutors. The 12 projects funded by the program recruited and trained 1,473 volunteer tutors and…

  18. Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students

    Science.gov (United States)

    Zamberlan, Lisa; Wilson, Stephanie

    2015-01-01

    An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through…

  19. 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…

  20. Data-Driven Hint Generation in Vast Solution Spaces: A Self-Improving Python Programming Tutor

    Science.gov (United States)

    Rivers, Kelly; Koedinger, Kenneth R.

    2017-01-01

    To provide personalized help to students who are working on code-writing problems, we introduce a data-driven tutoring system, ITAP (Intelligent Teaching Assistant for Programming). ITAP uses state abstraction, path construction, and state reification to automatically generate personalized hints for students, even when given states that have not…

  1. Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

    Science.gov (United States)

    Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

    2011-01-01

    This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

  2. Data-Driven Hint Generation in Vast Solution Spaces: A Self-Improving Python Programming Tutor

    Science.gov (United States)

    Rivers, Kelly; Koedinger, Kenneth R.

    2017-01-01

    To provide personalized help to students who are working on code-writing problems, we introduce a data-driven tutoring system, ITAP (Intelligent Teaching Assistant for Programming). ITAP uses state abstraction, path construction, and state reification to automatically generate personalized hints for students, even when given states that have not…

  3. Pygmalion effects among outreach supervisors and tutors: extending sex generalizability.

    Science.gov (United States)

    Natanovich, Gloria; Eden, Dov

    2008-11-01

    Students who supervised other students who tutored grade-school pupils in a university-based outreach program were randomly assigned to Pygmalion and control conditions. Experimental supervisors were told that their tutors were ideally qualified for their tutoring role; control supervisors were told nothing about their tutors' qualifications. A manipulation check revealed that the experimental supervisors expected more of their tutors. Analysis of variance of tutorial success measures confirmed the Pygmalion effect among supervisors of both sexes. No main effect or interaction involving either supervisor sex or tutor sex was significant. As predicted, the experimental supervisors also provided better leadership and the experimental tutors increased their self-efficacy. This was the first demonstration of the Pygmalion effect among women leading men. Pygmalion effects may be produced without regard for sex.

  4. Education Program of peer tutors: tutoring in the process of school inclusion in the Physical Education class

    Directory of Open Access Journals (Sweden)

    Joslei Viana de Souza

    2017-05-01

    Full Text Available This research aimed to analyze the effect of peer tutoring for a student with disability in Physical Education classes. This study was supported by the qualitative methodological approach, characterized as a case study. The research was conducted in a Municipal public school located in the State of Bahia. The participants in this research were: a student with intellectual disability associated with autism spectrum disorder and five peer tutors. For data collection instrument, systematic or structured observation was employed, not participant, in a natural environment. The Physical Education classes were filmed, before and after the training of tutors. The results showed that the intervention of the peer tutors, with teaching strategies, culminated in increasing the participation level of the student with disabilities, contributing to the process of inclusion in Physical Education classes.

  5. USE OF EXPLORATORY RESEARCH AND INDIVIDUAL TUTORING TECHNIQUES FOR THE DEVELOPMENT OF PROGRAMING METHODS AND THEORY, FINAL REPORT.

    Science.gov (United States)

    SILBERMAN, H.; AND OTHERS

    FOUR SELF-INSTRUCTIONAL PROGRAMS WERE STUDIED AND REVISED BY USE OF TUTORING TECHNIQUES WITH INDIVIDUAL STUDENTS TO CREATE MODIFIED PROGRAMS SUPERIOR TO THE ORIGINAL ONES. THE PROGRAMS USED IN THE STUDY WERE FIRST-GRADE READING, FIRST-GRADE ARITHMETIC, JUNIOR HIGH SCHOOL SPANISH, AND SENIOR HIGH SCHOOL GEOMETRY. PROGRAMS THAT LED TO IMPROVED…

  6. The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

    Directory of Open Access Journals (Sweden)

    Saul Karnovsky

    2015-03-01

    Full Text Available The Curtin Coaches program represents a dynamic outreach opportunity for pre-service teachers enrolled in their first year of study at Curtin University to engage with school-aged students as classroom tutors. Research has shown that cross-age tutoring experiences in schools can benefit both the students receiving support and those who tutor, particularly in settings where individuals are engaging in community support work. According to program feedback, participants were able to develop a range of profession-related skills such as relationship building and gain new knowledge such as understanding how students learn. These competencies are salient as they align with the newly implemented standards for graduate teachers. Understanding the benefits such outreach programs bring pre-service teachers is vital as the future of HEPPP funded programs such as the Curtin Coaches is uncertain but the importance of Work Integrated Learning is increasing.

  7. 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...... 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....

  8. 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…

  9. 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…

  10. THE HOMEWORK HELPER TUTOR MANUAL.

    Science.gov (United States)

    DEERING, ALBERT R.

    THIS MANUAL FOR TUTORS IN THE MOBILIZATION FOR YOUTH-NEW YORK CITY BOARD OF EDUCATION HOMEWORK HELPER PROGRAM IS DESIGNED TO SUPPLEMENT THE TRAINING AND SUPERVISION THAT THE TUTORS RECEIVE FROM THE MASTER TEACHERS. THE PROGRAM EMPLOYS HIGH SCHOOL STUDENTS AS TUTORS FOR OTHER STUDENTS AT ALL GRADE LEVELS--ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL.…

  11. A QUALITATIVE EVALUATION OF THE DIDACTIC ACTING OF THE TUTORS INVOLVED IN THE PROGRAM OF TUTORIA IN BIOCHEMISTRY AT UFV

    Directory of Open Access Journals (Sweden)

    J.D. Damasceno

    2007-05-01

    Full Text Available The Tutorial Program in Biochemistry is part of a Program of Didactic Support atUFV that intends to give academic-pedagogic support to students that arrived tothe UFV with deficiency of previous knowledge in basic areas of the sciences. Thetutors are under-graduated students chosen by public selection. The present workseeks to evaluate the tutors of the biochemistry area as for the aspects publicspeaking, didacticism and satisfaction of the tutor and of the students assisted bythe program. Two questionnaires were applied, one to the tutors and one to theunder-graduated assisted-students. The totality of the tutors answered that theparticipation in this program contributes professionally by increasing the capacityof relationship in group, dynamism, decisions and organization, helped them to bemore extroverted and they felt satisfied to help other people, which characteristicsthat are more and more appraised in the job market. The evaluation showed alsothat the ability to express in public developed positively and improved the diction,presenting safety when speaking in public. The tutors also opened your vision onthe teaching form in the University, a positive result, considering their positions ofstudent in one public university.

  12. Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

    Science.gov (United States)

    Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin

    2008-01-01

    There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…

  13. Peer Tutoring: An Economical Instructional Model.

    Science.gov (United States)

    Lundell, Kerth T.; Brown, William E.

    1979-01-01

    A peer tutoring model is described and suggestions for implementing peer tutoring programs are provided. The seven steps in the development of a peer tutoring program are: establishing a need, considering curriculum, assessing, selecting learners, selecting tutors, monitoring, and coordinating. (PHR)

  14. 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....

  15. Tooth Tutoring: The Findings.

    Science.gov (United States)

    Cone, Richard; And Others

    Findings are reported on a three year cross-age tutoring program in which undergraduate dental hygiene students and college students from other disciplines trained upper elementary students to tutor younger students in the techniques of dental hygiene. Data includes pre-post scores on the Oral Hygiene Index of plaque for both experimental and…

  16. Intelligent Tutoring Systems.

    Science.gov (United States)

    Anderson, John R.; And Others

    1985-01-01

    Cognitive psychology, artificial intelligence, and computer technology have advanced so much that it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors have been developed for teaching students to do proofs in geometry and to write computer programs in the LISP language. (JN)

  17. Tutoring Strategies: A Case Study Comparing Learning Center Tutors and Academic Department Tutors

    Science.gov (United States)

    Bailey, Geoffrey K.

    2010-01-01

    Peer tutoring at the postsecondary level has been studied extensively, particularly over the last twenty years. Peer tutoring programs are common across institutional type and size in the United States (Boylan, Bonham, Bliss, & Saxon, 1995; Maxwell, 2001) given students' preferences for tutors who share age and status similarity (Cohen, 1986;…

  18. Can After-School Programs and Private Tutoring Help Improve Students' Achievement? Revisiting the Effects in Korean Secondary Schools

    Science.gov (United States)

    Ha, Yeojin; Park, Hyun-Jeong

    2017-01-01

    The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students' academic achievement. The students' data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward…

  19. Pedagogical Strategies for Human and Computer Tutoring.

    Science.gov (United States)

    Reiser, Brian J.

    The pedagogical strategies of human tutors in problem solving domains are described and the possibility of incorporating these techniques into computerized tutors is examined. GIL (Graphical Instruction in LISP), an intelligent tutoring system for LISP programming, is compared to human tutors teaching the same material in order to identify how the…

  20. The Effectiveness of Social Skills Training Program via Peer Tutoring on Aggression Level

    Directory of Open Access Journals (Sweden)

    İsmail YELPAZE

    2015-12-01

    Full Text Available The purpose of this study was to investigate the effectiveness of social skills intervention program via peer tutoring on aggression level of secondary school students. The study was a semi-experimental model using experimental group with pre and post-tests. Eleven (eighth class students were selected to have skills for being peer helper. The population of this research consisted 56 secondary school students at Kahramanmaraş. In order to evaluate aggression level of students, Aggression Scale developed by Tuzgöl (1998 was used. . Additionally, a Personal Information Sheet developed by the researcher was used to record certain demographic variables. Researcher applied social skills invention program to 11 students (peer helpers for eight weeks. Later, peer helpers applied intervention program to selected 56 students as well. After application, last-test was applied to selected 56 students, again. To analyze the data collected, SPSS 15 for computer was used. Results of the research revealed that the social skill program via peer helping (peer guidance considerably decreased the level of aggression of students at secondary school students. Students’ aggression level differentiated according to their sex, but not their class levels. Results were discussed in the light of literature

  1. Experiencing the role of PBL tutor.

    Science.gov (United States)

    Lyberg-Åhlander, Viveka; Lundskog, Margareta; Hansson, Kristina

    2014-01-01

    The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL.

  2. 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…

  3. ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS

    Directory of Open Access Journals (Sweden)

    Muge ADNAN

    2017-01-01

    Full Text Available Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

  4. Intelligent tutoring systems

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, J.R.; Boyle, C.F.; Reiser, B.J.

    1985-04-26

    Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP. 19 references, 2 figures.

  5. Instructional Aspects of Intelligent Tutoring Systems.

    Science.gov (United States)

    Pieters, Jules M., Ed.

    This collection contains three papers addressing the instructional aspects of intelligent tutoring systems (ITS): (1) "Some Experiences with Two Intelligent Tutoring Systems for Teaching Computer Programming: Proust and the LISP-Tutor" (van den Berg, Merrienboer, and Maaswinkel); (2) "Some Issues on the Construction of Cooperative…

  6. Plan-based delivery composition in intelligent tutoring systems for introductory computer programming

    NARCIS (Netherlands)

    Krammer, H.P.M.; van Merrienboer, J.J.G.; van Merrienboer, Jeroen J.G.; Maaswinkel, Rudolf M.

    1994-01-01

    In a shell system for the generation of intelligent tutoring systems, the instructional model that one applies should be variable independent of the content of instruction. In this article, a taxonomy of content elements is presented in order to define a relatively content-independent instructional

  7. Training Undergraduate Physics Peer Tutors

    Science.gov (United States)

    Nossal, S. M.; Jacob, A. T.

    2004-05-01

    The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

  8. Studies in Tutoring.

    Science.gov (United States)

    Cloward, Robert D.

    This is the report of a demonstration tutorial project which was conducted in New York City as part of the Mobilization for Youth program. Eleven tutorial centers were established in neighborhood elementary schools, and 240 students from local academic and vocational high schools were hired to tutor 544 fourth- and fifth-grade pupils. Each center…

  9. Success in tutoring electronic troubleshooting

    Science.gov (United States)

    Parker, Ellen M.

    1990-01-01

    Two years ago Dr. Sherrie Gott of the Air Force Human Resources Laboratory described an avionics troubleshooting tutor being developed under the Basic Job Skills Research Program. The tutor, known as Sherlock, is directed at teaching the diagnostic procedures necessary to investigate complex test equipment used to maintain F-15 fighter aircraft. Since Dr. Gott's presentation in 1987, the tutor has undergone field testing at two Air Force F-15 flying wings. The results of the field test showed that after an average of 20 hours on the tutor, the 16 airmen in the experimental group (who average 28 months of experience) showed significant performance gains when compared to a control group (having a mean experience level of 37 months) who continued participating in the existing on-the-job training program. Troubleshooting performance of the tutored group approached the level of proficiency of highly experienced airmen (averaging approximately 114 months of experience), and these performance gains were confirmed in delayed testing six months following the intervention. The tutor is currently undergoing a hardware and software conversion form a Xerox Lisp environment to a PC-based environment using an object-oriented programming language. Summarized here are the results of the successful field test. The focus is on: (1) the instructional features that contributed to Sherlock's success; and (2) the implementation of these features in the PC-based version of the avionics troubleshooting tutor.

  10. Somos Todos Ayudantes y Estudiantes: A Demonstration of a Classwide Peer Tutoring Program in a Modified Spanish Class for Secondary Students Identified as Learning Disabled or Academically At-Risk.

    Science.gov (United States)

    Wright, Jane E.; And Others

    1995-01-01

    Sixteen students with learning disabilities or at risk of failure in foreign language study participated in a peer tutoring program with Spanish vocabulary. The classwide reciprocal peer tutoring system was found to be a feasible component of foreign language instruction, as high levels of Spanish words were learned and maintained, and incidental…

  11. Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

    Science.gov (United States)

    Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

    2015-01-01

    This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

  12. Tutoring in problem-based learning medical curricula: the influence of tutor background and style on effectiveness

    Directory of Open Access Journals (Sweden)

    Régo Patricia

    2005-06-01

    Full Text Available Abstract Background Evidence for the superiority of particular characteristics in PBL tutors in medical curricula is generally inconclusive. Most studies have investigated the effectiveness of content experts compared with that of non-experts as measured either by student satisfaction or academic achievement. A few have compared academic staff tutors with student tutors. The purpose of this study was to investigate the relationship between students' perception of overall tutor effectiveness, particular tutor behaviours, clinical qualifications and academic appointment. Method A questionnaire designed to evaluate particular aspects of PBL tutoring technique, related either to subject-matter knowledge or to process-facilitation skill, as well as overall effectiveness, was distributed to students in first year of a PBL medical program at the end of each of three tutor terms. A total of 76 tutor terms were included in the study. Data analysis compared clinical with non-clinical tutors, and staff with non-staff tutors. Results Clinically qualified tutors used their subject-matter knowledge significantly more than non-clinical tutors and were seen as being more empathic with their students. Staff tutors placed more emphasis on assessment than non-staff tutors and were seen as having greater skill in establishing and maintaining an environment of cooperation within their PBL groups than non-staff tutors. Conclusion These results suggest that both subject-matter knowledge and process-facilitation skills are necessary but not individually sufficient characteristics of effective tutors.

  13. Produce Your Own: A Community Gardening Program

    Science.gov (United States)

    Miller, JoLynn; Arnold, Shannon

    2012-01-01

    Many County Extension offices offer an adult Master Gardener Program, which includes advanced gardening training, short courses, newsletters, and conferences. However, with the comprehensive training provided comes a large time commitment. The Produce Your Own program was created to introduce adults to gardening in a similar manner, but with…

  14. Developmental Process Model for the Java Intelligent Tutoring System

    Science.gov (United States)

    Sykes, Edward

    2007-01-01

    The Java Intelligent Tutoring System (JITS) was designed and developed to support the growing trend of Java programming around the world. JITS is an advanced web-based personalized tutoring system that is unique in several ways. Most programming Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS,…

  15. A Training Model for Peer Tutoring with Mentally Retarded Individuals.

    Science.gov (United States)

    Vacc, Nicholas

    A program in which mentally retarded persons are trained to tutor their peers is described. Considered are selection and training aspects of such a program, and emphasized is the importance of the relationship between tutor and student. Tutors are explained to learn principles of establishing specific plans and keeping basic records. (CL)

  16. 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.

  17. [The Education Program of Work for Health of the University of São Paulo (capital campus): the viewpoint of the tutors].

    Science.gov (United States)

    Fonsêca, Graciela Soares; Junqueira, Simone Rennó

    2014-04-01

    In order to bring about positive changes in the education process of health professionals, the Ministries of Health and Education established the Education Program of Work for Health in 2008. The study aimed to achieve the consensus of a group of experts about the Program established at the University of São Paulo, Capital Campus, Brazil. The subjects of the study were the tutors who joined the program in 2010-2012. A qualitative approach was used based on the Delphi Technique. Among the data collected, tutors believe the program provides benefits to teaching practices and contributes to qualification of professionals involved in health services, and offers improvements for training in the health area. From the subjects' point of view, the tutors are the link between academia and the health services and the instructors are critical to ensure the effectiveness of activities. The staging of regular meetings and seminars help in the process. The main limitations are the lack of explicit commitment shown by some students and the high workload of undergraduate courses.

  18. A Comparison of Peer and Tutor Feedback

    Science.gov (United States)

    Hamer, John; Purchase, Helen; Luxton-Reilly, Andrew; Denny, Paul

    2015-01-01

    We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how…

  19. Volunteers Tutoring Reading-Disabled Adult Literacy Learners: A Case Study

    Science.gov (United States)

    Sandman-Hurley, Kelli

    2008-01-01

    Library-based adult literacy programs rely on volunteers to provide tutoring services to adult learners. A high percentage of volunteer tutors are matched with a reading-disabled adult literacy learner. Although all tutors are required to complete preservice tutor training, there is a limited amount of research that documents whether they utilize…

  20. 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.

  1. Valued Youth Partnerships: Programs in Caring. Cross-Age Tutoring Dropout Prevention Strategies.

    Science.gov (United States)

    Intercultural Development Research Association, San Antonio, TX.

    This booklet provides information about the Valued Youth Partnership (VYP) program for dropout prevention. Begun in 1984 with the support of the Coca-Cola Company and the collaboration of the Intercultural Development Research Association, the VYP program is being implemented in the Edgewood and South San Antonio school districts in San Antonio,…

  2. Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program

    Science.gov (United States)

    Ro, Jennifer Moon; Magiera, Kathleen; Gradel, Kathleen; Simmons, Rhea

    2013-01-01

    This article reports on findings from a study that explored blogging (a web-based log) as a tool for literacy graduate students to deliver support to preservice teachers who were working in an afterschool intervention program. Its effectiveness is compared to the use of an online literacy instructional module. Analyses of the discussions in nine…

  3. Feedback Control and Learning To Program with the CMU Lisp Tutor.

    Science.gov (United States)

    Corbett, Albert T.; Anderson, John R.

    This study manipulated the timing and control of error feedback in problem solving and examined their effects on skill acquisition by 40 undergraduate students learning to program in the computer language Lisp under four error feedback conditions. These four conditions included two types of symbol-by-symbol feedback that vary in content, a…

  4. Feedback Control and Learning To Program with the CMU Lisp Tutor.

    Science.gov (United States)

    Corbett, Albert T.; Anderson, John R.

    This study manipulated the timing and control of error feedback in problem solving and examined their effects on skill acquisition by 40 undergraduate students learning to program in the computer language Lisp under four error feedback conditions. These four conditions included two types of symbol-by-symbol feedback that vary in content, a…

  5. Detention Home Teens as Tutors: A Cooperative Cross-Age Tutoring Pilot Project

    Science.gov (United States)

    Lazerson, David B.

    2005-01-01

    Concerned professionals in the juvenile justice field frequently express concern for effective programs that help youth offenders successfully rejoin society. This mixed-method pilot study involved detention home teens functioning as tutors for special education students in a public school. Tutors were selected who, based on previous assessment as…

  6. The Nature of a Literacy-Based Tutoring Program for At-Risk Youth: Mentorship, Professional Development, and Implementation

    Science.gov (United States)

    Lopez-Guerra, Maria Asusena

    2013-01-01

    The purpose of this research was to gain and provide an in-depth, holistic description and interpretation of the knowledge and literacy instruction tutors at Readers Advance provide students. Guided by a post-positivist realist framework and grounded theory methodology, qualitative inquiry design strategies were used to guide this research. This…

  7. Cooperative Interactions in Peer Tutoring: Patterns and Sequences in Paired Writing

    Science.gov (United States)

    Duran, David

    2010-01-01

    The research analyzes the interaction of 24 students (12 pairs) of secondary students when using peer tutoring techniques to learn Catalan. Students worked together in a program to produce an authentic writing experience. Significant increases were observed in pre- and posttest Catalan attainment scores of students. An analysis of the…

  8. Strategic Tutor Monitoring.

    Science.gov (United States)

    Chee-kwong, Kenneth Chao

    1996-01-01

    Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

  9. Strategic Tutor Monitoring.

    Science.gov (United States)

    Chee-kwong, Kenneth Chao

    1996-01-01

    Discusses effective tutor monitoring strategies based on experiences at the Open Learning Institute of Hong Kong. Highlights include key performance and strategic control points; situational factors, including tutor expectations and relevant culture; Theory X versus Theory Y leadership theories; and monitoring relationships with tutors. (LRW)

  10. Institutional Tutoring Program: a strategy for raising standards of achievement in an educational institution Programa Institucional de Tutorías: Una estrategia para elevar el nivel de aprovechamiento en una institución educativa

    Directory of Open Access Journals (Sweden)

    Yazpik Hernández Vargas

    2013-03-01

    Full Text Available  This paper shows educational intervention strategies as an aid in reducing student failure and dropout rates supported on an institutional mentoring program, which is among current trends regarding policies for Higher Education (ES. The framework that was established in the European Space for Higher Education for the development of the Tuning project and its later adaptation and implementation in Latin America (AL was considered. The aforementioned agencies have contributed to the creation of a normative framework for the development of competency-based education, an approach engaged by the Instituto Politecnico Nacional (IPN as part of its new educational model. During this research, two joint strategies were presented: auxiliary courses and a counseling program, both supported by the institutional tutoring pro­gram in order to reduce student failure and dropout rates. The results showed that there was a 22.72% decrease in failure rate when considering all the students that were enrolled during the semester. It can be concluded that auxiliary courses and counseling programs are an al­ternative that can help reduce student failure and dropout rates.El presente trabajo muestra las estrategias de intervención educativa como apoyo para redu­cir los índices de reprobación y deserción escolar apoyados por el programa institucional de tutorías, dentro de las tendencias de las políticas educativas para la Educación Superior (ES, tomando en consideración lo que establece el marco del espacio europeo de ES para la crea­ción del proyecto Tuning y su posterior adaptación y aplicación para América Latina (AL. Los organismos antes mencionados contribuyen a generar un marco normativo para el desarrollo de la educación basada en el enfoque de competencias, tomado por el Instituto Politécnico Nacional (IPN en su nuevo modelo educativo. En este trabajo de investigación se presentaron dos estrategias conjuntas que son los cursos remediales y

  11. PC Tutor. Bericht uber ein PC-gestutzes Tutorensystem = PC Tutor. Report on a Tutoring System with Personal Computer. ZIFF Papiere 75.

    Science.gov (United States)

    Fritsch, Helmut

    A project was conducted to increase as well as to professionalize communication between tutors and learners in a West German university's distance education program by the use of personal computers. Two tutors worked on the systematic development of a PC-based correcting system. The goal, apart from developing general language skills in English,…

  12. Affect in Tutoring Dialogues

    NARCIS (Netherlands)

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

    2005-01-01

    This paper is about INES, an intelligent, multimodal tutoring environment, and how we build a tutor agent in the environment that tries to be sensitive to the mental state of the student that interacts with it. The environment was primarily designed to help students practice nursing tasks. For

  13. 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…

  14. A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

    Science.gov (United States)

    Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

    2015-01-01

    This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

  15. SDIO producibility and manufacturing intelligent processing programs

    Science.gov (United States)

    Stottlemyer, Greg

    1992-04-01

    SDIO has to fashion a comprehensive strategy to insert the capability of an industrial base into ongoing design tradeoffs. This means that there is not only a need to determine if something can be made to the precision needed to meet system performance, but also what changes need to be made in that industry sector to develop a deterministic approach to fabrication precision components. Developing and introducing advanced production and quality control systems is part of this success. To address this situation, SDIO has developed the MODIL (Manufacturing Operations Development and Integration Labs) program. MODILs were developed into three areas: Survivable Optics, Electronics and Sensors, and Spacecraft Fabrication and Test.

  16. 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…

  17. A Hypermedia Computer-Aided Parasitology Tutoring System.

    Science.gov (United States)

    Theodoropoulos, Georgios; Loumos, Vassili

    A hypermedia tutoring system for teaching parasitology to college students was developed using an object oriented software development tool, Knowledge Pro. The program was designed to meet four objectives: knowledge incorporation, tutoring, indexing of key words for Boolean search, and random generation of quiz questions with instant scoring. The…

  18. 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…

  19. 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…

  20. 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

  1. Producing Television Agriculture Program: Issues and Problems among Malaysian Television Producers

    Directory of Open Access Journals (Sweden)

    Md. S. Hassan

    2010-01-01

    Full Text Available Problem statement: One of the developing sectors in Malaysia is agriculture. Agriculture doubtlessly has assisted this country in terms of enhancing the economic level, offering a huge number of employment opportunities and uplifting the socio-economy status of the community. To ensure the sustainability of this sector to the country, we must ensure that the valuable agriculture information is continuously provided to the public and the information must be disseminated through the most effective channel. Here, television can be the mean channel. Approach: This study aimed to investigate the issues raised and problems faced by the Malaysian agriculture television program producers in producing the television agriculture programs. Data was collected using an in-depth interview among three agriculture television producers in Malaysia. The questions served as a guide, but allowed respondents freedom and flexibility in their answers. The findings were in the form of descriptive analysis. Results: Based on the analysis done, it can be concluded that the cooperation between Radio Television Malaysia and Department of Agriculture Malaysia is important to ensure the success and continuity of the agriculture programs. It was found that the agriculture programs were evaluated internally by the Radio Television Malaysia auditor and externally by AGB Nielsen. The producers also received feedback from their local and foreign audience in the form of e-mail and telephone. Human resource, transportation and financial are the main problems that need to be overcome by the producers. Conclusion/Recommendations: It is suggested that other media organizations and giant agriculture companies can join RTM in producing agriculture programs. This can aid RTM in producing more innovative agriculture programs and can attract the youth to watch the program.

  2. Differences in the perception of characteristics of excellence of clinical tutors among residents and consultants at an emergency medicine residency program a qualitative research

    Directory of Open Access Journals (Sweden)

    Muna Saleem Aljahany

    2013-01-01

    Full Text Available Introduction: Defining exactly what characterizes a clinical tutor as excellent and another less effective, is an important task in assessing the effectiveness of clinical training and guiding faculty development. Aim: We aimed to evaluate those characteristics and measure differences in their perception among accomplished and non-accomplished consultants and residents in the Emergency Department. We also compared perceptions between the different groups of participants. Methods: The characteristics measured were extracted from an extensive search of previously published studies summarized in a review article. A qualitative study was conducted, using a 20 item questionnaire piloted from the refined characteristics (good indicator of reliability; Cronbach′s Alpha = 0.86. The questionnaire was distributed among all consultants and residents in Saudi Board of Emergency Medicine. Results: No significant difference between consultants′ and residents′ perception was found. "Sincere" was an exception 87.8% versus 55.1%, P = 0.013. Consultants′ specifications did not seem to affect perception on overall scores and its component sub-scores. Conclusion: Since results showed no relation between accomplished and non-accomplished consultants in perceiving those qualities, we excluded the lack of knowledge of those characteristics as a cause of being accomplished or non-accomplished. We suggest a greater dedication from program developers towards creating more opportunities to involve more consultants in basic Emergency Medicine training.

  3. Improving the Efficiency of Dialogue in Tutoring

    Science.gov (United States)

    Kopp, Kristopher J.; Britt, M. Anne; Millis, Keith; Graesser, Arthur C.

    2012-01-01

    The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only…

  4. Learning through Tutoring: Low-Achieving Children as Tutors.

    Science.gov (United States)

    Feldman, Robert S.; Allen, Vernon L.

    Recent evidence suggests that the use of children acting as tutors for their peers may prove beneficial to the tutor as well as to the tutee. There is now abundant, unsubstantiated anecdotal evidence, and some controlled experimental work, which suggests that the tutor benefits greatly from his involvement in teaching. The enactment of the role of…

  5. My Science Tutor: A Conversational Multimedia Virtual Tutor

    Science.gov (United States)

    Ward, Wayne; Cole, Ron; Bolaños, Daniel; Buchenroth-Martin, Cindy; Svirsky, Edward; Weston, Tim

    2013-01-01

    My Science Tutor (MyST) is an intelligent tutoring system designed to improve science learning by elementary school students through conversational dialogs with a virtual science tutor in an interactive multimedia environment. Marni, a lifelike 3-D character, engages individual students in spoken dialogs following classroom investigations using…

  6. Nonverbal Behavior in Tutoring Interactions.

    Science.gov (United States)

    Feldman, Robert S.

    This document reports on a series of studies carried out concerning nonverbal behavior in peer tutoring interactions. The first study examined the encoding (enactment) of nonverbal behavior in a tutoring situation. Results clearly indicated that the tutor's nonverbal behavior was affected by the performance of the tutee. The question of whether or…

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

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    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

  8. The Use of a Cognitive Tutoring System in the Improvement of the Abstract Reasoning Component of Word Problem Solving.

    Science.gov (United States)

    Wheeler, J. L.; Regian, J. W.

    1999-01-01

    Describes a study of ninth-grade students that evaluated the ability of the Word Problem Solving Tutor, a cognitive tutoring system, to improve the abstract-reasoning component of word-problem solving. Compares combinations of traditional instruction, computer-assisted instruction, and the tutoring program and discusses implications for math…

  9. Good teacher, good tutor

    Directory of Open Access Journals (Sweden)

    Couto LB

    2016-07-01

    Full Text Available Lucélio B Couto, Gustavo S Romão, Reinaldo B Bestetti  Department of Medicine, University of Ribeirão Preto, Ribeirão Preto, Brazil We have read with great interest the paper by Kassab et al, who have essentially shown that good teachers will be good tutors in a problem-based learning (PBL environment. We have been facing great difficulties to select tutors because there has been no tradition in PBL in our region in the preuniversity teaching. Furthermore, the majority of our teachers have been formed in a discipline-based medical curriculum. Therefore, it is reassuring to learn from the work by Kassab et al that subject-matter mastery is the powerful independent predictor of tutoring skills.  View the original paper by Kassab and colleagues.

  10. Priorities and Program Effectiveness in Teacher Education: A Study of the Perceptions of Teachers in Training and Their Tutors.

    Science.gov (United States)

    Newton, E. H.; Brathwaite, W. E.

    1987-01-01

    This study solicited opinions of teachers in a postgraduate teacher education program and teacher educators at the University of the West Indies (Barbados) on program effectiveness and the importance of specific teaching skills. Eighty-two teachers and 20 faculty members participated. Results are analyzed. (Author/MT)

  11. The Complete Tutor.

    Science.gov (United States)

    Gardner, Howard

    2000-01-01

    Explains the relationship between computers and multiple intelligences and explores its potential. Topics include behaviorism and cognitivism; constructivism; multiple representations in the human mind, including various forms of intelligence; individual differences; the challenge of altering early representations; and machine versus human tutors.…

  12. The Complete Tutor.

    Science.gov (United States)

    Gardner, Howard

    2000-01-01

    Explains the relationship between computers and multiple intelligences and explores its potential. Topics include behaviorism and cognitivism; constructivism; multiple representations in the human mind, including various forms of intelligence; individual differences; the challenge of altering early representations; and machine versus human tutors.…

  13. A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors

    Science.gov (United States)

    Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; Koedinger, Kenneth R.

    2009-01-01

    The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), example-tracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problem-solving behavior. Example-tracing…

  14. Peer Tutors in the School of Medicine

    Directory of Open Access Journals (Sweden)

    Delgado Vegap

    2006-10-01

    Full Text Available Since 2003 the School of Medicine at theUniversidad del Rosario in Bogotá, Colombia,offers to the students a program named PeerTutors. The program’s objectives are: to generatea social interaction mechanism that favorsknowledge construction side by side withadvanced peers; to promote the development ofRecibido:Aceptado:* M.D., MSc (est.. Profesor Asistente de Cirugía. Coordinadordel Grupo de Investigación en Educación Médica.Universidad del Rosario. anisaza@urosario.edu.co** M.D. Coordinador de Tutores Pares, I semestre de2003. Universidad del Rosario.+ M.D. Coordinadora de Tutores Pares, II semestre de2003. Universidad del Rosario.+ M.D. Coordinadora de Tutores Pares, 2004. Universidaddel Rosario.§ M.D. Coordinadora de Tutores Pares, I semestre de2005. Universidad del RosarioDescargos de responsabilidad: Las ideas expuestasen el presente artículo son responsabilidad exclusivade los autores y no comprometen a ninguna institución.Disclaimer: the ideas expressed in this article areexclusively the author’s responsibility and do notcompromise any institution.Artículo originalethical, moral and coexistence oriented valuesthrough an academic experience, and to generatea space to explore specific academic interests andteacher´s potential. This article presents thetheoretic frame that supports the importance ofsocial interaction in knowledge construction, aswell as some indicators that allow a first appraisalof the program. Several achievements thataccount for the synergic value of an experiencethat not only fulfills the function of initiating aprocess of teaching formation and academicsupport, but that also builds a proactive attitudebefore learning, are highlighted.

  15. Learning Software Component Model for Online Tutoring

    Directory of Open Access Journals (Sweden)

    K. Duraiswamy

    2012-01-01

    Full Text Available Problem statement: Web services are interface elements which allow applications to render functional services to requesting clients using open standard protocols. A lecture method combines both social association and urban processing as course design and delivery is termed as Interface Learning. Many Interface learning services is presenting through online. To make an online tutoring scheme more effective, the previous study used web services and application programs like instant messaging based on environments in which students reside. But the downside is that it is difficult to maintain the service request queues online. The services and data storage processes are inefficient. Approach: To overcome all the above issues, a Learning Software Component Model (LSCM framework is formed in the present study to build a component model based on communication services available on the network. In addition to this, the proposed software component modeled with Learning Object (LO aspects integrates the related sub hierarchical components with the main component object framework. Based on LSCM, training schedules are identified efficiently. Results: The proposed LSCM framework is experimented to show the performance improvement with the previous online tutoring scheme based on web services in terms of delivery report, maintenance of tutoring sessions and reliability. Conclusion: Compared to an existing online tutoring through web services, the proposed LSCM framework performance is 75% better in providing learning services to the providers.

  16. 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.

  17. The school failure as tutor: An exploratory approach.

    Science.gov (United States)

    Pine, F; Olesker, W

    1973-09-01

    This paper describes a pilot program in the use of high school near dropouts as tutors for young children. The work is set in the context of adolescent developmental tasks and draws its rationale from the general human tendency to reach mastery by turning passivity into activity. We ask whether adolescents who have experienced a decade of school failure and misery might use the opportunity for a new form of more active contact with the schools to master old failures. We reasoned that the very area of failure, where these adolescents show apparent uninterest through truancy and minimal work, must be a highly emotionally charged one (albeit negatively) precisely because it is an area of failure. After describing the setting and the rationale, we analyze the experience for several tutors from the point of view of their relationship to (1) the tutees, (2) the tutor-supervisor, (3) the group of adolescent tutors, and (4) the social system of the elementary school.

  18. Learning Software Component Model for Online Tutoring

    OpenAIRE

    Duraiswamy, K.; Balakrishnan, M.

    2012-01-01

    Problem statement: Web services are interface elements which allow applications to render functional services to requesting clients using open standard protocols. A lecture method combines both social association and urban processing as course design and delivery is termed as Interface Learning. Many Interface learning services is presenting through online. To make an online tutoring scheme more effective, the previous study used web services and application programs like instant messaging ba...

  19. 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,…

  20. Children Interactions in Literacy Tutoring Situations:A Study with Urban Marginalized Populations in Argentina

    Directory of Open Access Journals (Sweden)

    Celia Renata Rosemberg

    2014-04-01

    Full Text Available The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project “From Child to Child: A Tutor-Child Literacy Program,” that is being conducted in Bueno s Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor’s interactional moves in the corpus was analyzed quantitatively.Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.

  1. 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,…

  2. 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.

  3. 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,…

  4. Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina

    Science.gov (United States)

    Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra

    2014-01-01

    The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program," that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by…

  5. The Effects of ExcelTutor Software Desing an Intelligent Tutoring Sysytem on Learning

    Directory of Open Access Journals (Sweden)

    Sinan KAYA

    2007-12-01

    Full Text Available The purpose of this study is to examine the effects of ExcelTUTOR drill software on achievement of students, which was design as computer based intelligent tutoring system, developed by the researcher. In this study, pretest- post test with control group, which is one of the experimental research designs, was used. The experimental and control groups of the study were composed of 20 students for each group, totally 40 students who went to Gazi University, Kırşehir Faculty of Education, Social Sciences Teaching Program in 2004-2005 term and they attended “Using Computer in Social Sciences” selective course. Experimental and control group students were chosen randomly. To collect the data, two tests were developed by the researcher. One of the tests was named pre-test and the other was called as post-test. Both of which included 25 multiple choice questions. While testing the hypotheses, one way variance analysis and covariance were used. The analysis was done at 0.05 significance level. As a result, ExcelTUTOR drill software design as computer based intelligent tutoring system was found contributing to learning.

  6. Tutoring Social Sciences learning

    Directory of Open Access Journals (Sweden)

    Sara Prades Plaza

    2016-03-01

    With this experience teaching innovation we have sought to improve our academic methodology, giving a strong weight to the tutoring, both onsite and virtual. We also have tried to encourage teamwork in groups and independent learning. Thanks to these improvements, we have continuously evaluated the students, while students self evaluate their learning process. In summary, the proposal of educational innovation that we have carried out has shown the need to promote a system of mentoring to advise, guide and support students in their learning process.

  7. Sign Language Tutoring Tool

    CERN Document Server

    Aran, Oya; Benoit, Alexandre; Carrillo, Ana Huerta; Fanard, François-Xavier; Campr, Pavel; Akarun, Lale; Caplier, Alice; Rombaut, Michele; Sankur, Bulent

    2008-01-01

    In this project, we have developed a sign language tutor that lets users learn isolated signs by watching recorded videos and by trying the same signs. The system records the user's video and analyses it. If the sign is recognized, both verbal and animated feedback is given to the user. The system is able to recognize complex signs that involve both hand gestures and head movements and expressions. Our performance tests yield a 99% recognition rate on signs involving only manual gestures and 85% recognition rate on signs that involve both manual and non manual components, such as head movement and facial expressions.

  8. 如何做好五年制临床医学本科实习生导师的体会%Our experience in how to be a good tutor of a five-year program trainee of clinical medicine

    Institute of Scientific and Technical Information of China (English)

    杨坤; 廖有乔; 李秀楼

    2012-01-01

    结合实践,就如何做好五年制临床医学本科实习生导师,围绕学校和教学医院的支持以及导师自身心态、工作流程,介绍了本科生导师制的作用及其做法.%By relating to our practice, this paper discusses how to be a good tutor of a five-year program trainee of clinical medicine. It introduces the role and our practice of the undergraduate tutor system regarding support by medical colleges and teaching hospitals as well as work flow in tutors' own mindset and academic guidance.

  9. Identifying Training Needs of Novice Online English Language Tutors

    Science.gov (United States)

    Rodriguez Buitrago, Carolina

    2013-01-01

    Online and blended learning are of growing interest in the English language learning community. In Colombia, national initiatives and policies promote online educational programs and online English courses specifically. As a result, new online tutors are constantly needed for new programs and courses offered by institutions as well as by private…

  10. [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.

  11. 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.

  12. Applying and evaluating computer-animated tutors

    Science.gov (United States)

    Massaro, Dominic W.; Bosseler, Alexis; Stone, Patrick S.; Connors, Pamela

    2002-05-01

    We have developed computer-assisted speech and language tutors for deaf, hard of hearing, and autistic children. Our language-training program utilizes our computer-animated talking head, Baldi, as the conversational agent, who guides students through a variety of exercises designed to teach vocabulary and grammer, to improve speech articulation, and to develop linguistic and phonological awareness. Baldi is an accurate three-dimensional animated talking head appropriately aligned with either synthesized or natural speech. Baldi has a tongue and palate, which can be displayed by making his skin transparent. Two specific language-training programs have been evaluated to determine if they improve word learning and speech articulation. The results indicate that the programs are effective in teaching receptive and productive language. Advantages of utilizing a computer-animated agent as a language tutor are the popularity of computers and embodied conversational agents with autistic kids, the perpetual availability of the program, and individualized instruction. Students enjoy working with Baldi because he offers extreme patience, he doesn't become angry, tired, or bored, and he is in effect a perpetual teaching machine. The results indicate that the psychology and technology of Baldi holds great promise in language learning and speech therapy. [Work supported by NSF Grant Nos. CDA-9726363 and BCS-9905176 and Public Health Service Grant No. PHS R01 DC00236.

  13. Recorded Readings: A Taped Parent-Tutoring Intervention

    Science.gov (United States)

    Kupzyk, Sara; McCurdy, Merilee; Hofstadter, Kristi L.; Berger, Laura

    2011-01-01

    Parent tutoring has been successfully used to increase children's oral reading fluency. However, commonly used procedures pose a challenge for parents who are not proficient in reading or who speak English as a second language. A taped reading program that included listening passage preview, repeated reading, and performance feedback was developed…

  14. [Report of Resident Tutor (Jamaica) August 1968-1969.

    Science.gov (United States)

    Gordon, Hopeton

    The annual report of the resident tutor (Jamaica) for the University of the West Indies describes and evaluates courses and programs sponsored by the Department of Extra-Mural Studies between August 1968 and July 1969, and makes mention of attendance figures and response. Topics for courses and seminars included training in various job skills,…

  15. Expertise Amiss: Interactivity Fosters Learning but Expert Tutors Are Less Interactive than Novice Tutors

    Science.gov (United States)

    Herppich, Stephanie; Wittwer, Jörg; Nückles, Matthias; Renkl, Alexander

    2016-01-01

    The extent to which tutors are interactive and engage in dialogue with a student tends to depend on their pedagogical expertise. Normally, tutors with pedagogical expertise are more interactive than tutors without pedagogical expertise. This finding, however, has largely been obtained when examining tutoring in procedural domains such as…

  16. Consumer's Fresh Produce Food Safety Practices: Outcomes of a Fresh Produce Safety Education Program

    Science.gov (United States)

    Scott, Amanda R.; Pope, Paul E.; Thompson, Britta M.

    2009-01-01

    The Centers for Disease Control and Prevention estimate that there are 76 million cases of foodborne disease annually. Foodborne disease is usually associated with beef, poultry, and seafood. However, there is an increasing number of foodborne disease cases related to fresh produce. Consumers may not associate fresh produce with foodborne disease…

  17. Consumer's Fresh Produce Food Safety Practices: Outcomes of a Fresh Produce Safety Education Program

    Science.gov (United States)

    Scott, Amanda R.; Pope, Paul E.; Thompson, Britta M.

    2009-01-01

    The Centers for Disease Control and Prevention estimate that there are 76 million cases of foodborne disease annually. Foodborne disease is usually associated with beef, poultry, and seafood. However, there is an increasing number of foodborne disease cases related to fresh produce. Consumers may not associate fresh produce with foodborne disease…

  18. Joining the Conversation: Scaffolding and Tutoring Mathematics

    Science.gov (United States)

    Valkenburg, Jim

    2010-01-01

    Tutoring is one of those skills which require the ability to communicate an in-depth understanding of the subject. This article is about scaffolding while tutoring, and the tutoring talents described can be applied across the curriculum. Lev Vygotsky's ideas about communication and education play a key role in the development of scaffolding…

  19. Building a Computer Tutor: Design Issues.

    Science.gov (United States)

    Woolf, Beverly; McDonald, David D.

    1985-01-01

    Description of several computerized tutoring systems is organized around types of knowledge any tutor must possess--subject area, student's information, and how to teach and communicate. Data and control structures of Meno-tutor are described to illustrate use of artificial intelligence to model the student, a domain, and teaching strategies. (MBR)

  20. Investigating Language Tutor Social Inclusion Identities

    Science.gov (United States)

    Barkhuizen, Gary

    2017-01-01

    This article explores the identities of tutors working in one-to-one instructional arrangements, which entail a tutor and an adult English learner working together to meet the particular language learning needs and goals of the learner. The tutors in this study are matched with their partners through an organization in New Zealand which aims to…

  1. Multimedia Tutors for Science and Engineering.

    Science.gov (United States)

    Woolf, Beverly Park; Poli, Corrado; Grosse, Ian; Day, Roberta

    We have built several multimedia tutors for science and engineering education. This paper discusses Design for Manufacturing tutors and an electronic homework systems used by over 2000 students daily. The engineering tutors instruct students on efficient procedures for designing parts for manufacture. The goal is to support a deeper understanding…

  2. Investigating Language Tutor Social Inclusion Identities

    Science.gov (United States)

    Barkhuizen, Gary

    2017-01-01

    This article explores the identities of tutors working in one-to-one instructional arrangements, which entail a tutor and an adult English learner working together to meet the particular language learning needs and goals of the learner. The tutors in this study are matched with their partners through an organization in New Zealand which aims to…

  3. Teaching styles of tutors in a problem-based curriculum: students' and tutors' perception.

    Science.gov (United States)

    Kassab, Salah; Al-Shboul, Qasim; Abu-Hijleh, Marwan; Hamdy, Hossam

    2006-08-01

    This study compared the self-rated with student-rated teaching styles of PBL tutors. We also examined the relationship between teaching styles of tutors' and students' evaluation of tutor effectiveness in tutorials. The study included 48 tutors and 276 medical students. Tutors, and students' were given a teaching style inventory with a 5-point scale consisting of 21 items that comprise four domains of teaching styles (facilitative, collaborative, suggestive and assertive). In addition, quantitative and qualitative evaluations of tutor effectiveness by students were analyzed. Tutors perceived themselves in the facilitative-collaborative end of the spectrum of styles In contrast, students perceived tutors as less 'facilitative-collaborative' and more 'suggestive-assertive' than tutors self-ratings (p teaching styles. However, other tutor attributes such as establishing rapport with students, providing academic help for them and having content expertise were considered important criteria of an effective tutor. We conclude that there is a mismatch between students' and tutors' perceptions about teaching styles of tutor. Tutor attributes other than teaching styles are important determinants of an effective tutor.

  4. Learning Through Tutoring: Low-Achieving Childern as Tutors.

    Science.gov (United States)

    Allen, Vernon L.; Feldman, Robert S.

    Low-achieving fifth-grade children either taught a third grader or studied alone for a series of daily sessions. At the end of the two-week period, the low-achievers' performance was significantly better in the tutoring condition than in the studying condition. This showed a reversal in the direction from the initial difference between conditions.…

  5. Programmed Cell Death and Postharvest Deterioration of Horticultural Produce

    NARCIS (Netherlands)

    Woltering, E.J.; Iakimova, E.T.

    2010-01-01

    Programmed cell death (PCD) is a process where cells or tissues are broken down in an orderly and predictable manner, whereby nutrients are re-used by other cells, tissues or plant parts. The process of (petal) senescence shows many similarities to autophagic PCD in animal cells including a massive

  6. Intelligent Tutoring Systems as Design.

    Science.gov (United States)

    Wu, Albert K. W.; Lee, M. C.

    1998-01-01

    Proposes the notion of intelligent tutoring systems (ITS) as design in order to engage ITS development with more rigor. Topics include engineering design versus ITS design; systems approach; design as problem solving; a hierarchy of paradigms; the emergence of an agent-theoretic approach; and the need for an ITS design notation. (Author/LRW)

  7. A New Intelligent Tutoring System

    Science.gov (United States)

    Ford, Lindsey

    2008-01-01

    Early in 1984, Logica started an ICAI research contract with MoD (Procurement Executive), which was to be undertaken in collaboration with the technical authority at the Royal Signals and Radar Establishment, Malvern. A prototype system, which has become known as TUTOR, was scheduled for delivery to the client later in 1985. Initially, and for…

  8. A New Intelligent Tutoring System

    Science.gov (United States)

    Ford, Lindsey

    2008-01-01

    Early in 1984, Logica started an ICAI research contract with MoD (Procurement Executive), which was to be undertaken in collaboration with the technical authority at the Royal Signals and Radar Establishment, Malvern. A prototype system, which has become known as TUTOR, was scheduled for delivery to the client later in 1985. Initially, and for…

  9. Why change programs don't produce change.

    Science.gov (United States)

    Beer, M; Eisenstat, R A; Spector, B

    1990-01-01

    Faced with changing markets and tougher competition, more and more companies realize that to compete effectively they must transform how they function. But while senior managers understand the necessity of change, they often misunderstand what it takes to bring it about. They assume that corporate renewal is the product of company-wide change programs and that in order to transform employee behavior, they must alter a company's formal structure and systems. Both these assumptions are wrong, say these authors. Using examples drawn from their four-year study of organizational change at six large corporations, they argue that change programs are, in fact, the greatest obstacle to successful revitalization and that formal structures and systems are the last thing a company should change, not the first. The most successful change efforts begin at the periphery of a corporation, in a single plant or division. Such efforts are led by general managers, not the CEO or corporate staff people. And these general managers concentrate not on changing formal structures and systems but on creating ad hoc organizational arrangements to solve concrete business problems. This focuses energy for change on the work itself, not on abstractions such as "participation" or "culture." Once general managers understand the importance of this grass-roots approach to change, they don't have to wait for senior management to start a process of corporate renewal. The authors describe a six-step change process they call the "critical path."

  10. Development of a personal-computer-based intelligent tutoring system

    Science.gov (United States)

    Mueller, Stephen J.

    1988-01-01

    A large number of Intelligent Tutoring Systems (ITSs) have been built since they were first proposed in the early 1970's. Research conducted on the use of the best of these systems has demonstrated their effectiveness in tutoring in selected domains. A prototype ITS for tutoring students in the use of CLIPS language: CLIPSIT (CLIPS Intelligent Tutor) was developed. For an ITS to be widely accepted, not only must it be effective, flexible, and very responsive, it must also be capable of functioning on readily available computers. While most ITSs have been developed on powerful workstations, CLIPSIT is designed for use on the IBM PC/XT/AT personal computer family (and their clones). There are many issues to consider when developing an ITS on a personal computer such as the teaching strategy, user interface, knowledge representation, and program design methodology. Based on experiences in developing CLIPSIT, results on how to address some of these issues are reported and approaches are suggested for maintaining a powerful learning environment while delivering robust performance within the speed and memory constraints of the personal computer.

  11. 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

  12. 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

  13. Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills

    NARCIS (Netherlands)

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

    2013-01-01

    Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2013, 7 November). Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills. Presentation at ICO Fall School, The Maastricht University, Maastricht, The Netherlands.

  14. Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills

    NARCIS (Netherlands)

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

    2013-01-01

    Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2013, 7 November). Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills. Presentation at ICO Fall School, The Maastricht University, Maastricht, The Netherlands.

  15. HOMEWORK HELPER PROGRAM, FACT SHEET.

    Science.gov (United States)

    DEERING, ALBERT R.

    THIS REPORT BRIEFLY OUTLINES THE NEW YORK CITY BOARD OF EDUCATION-MOBILIZATION FOR YOUTH HOMEWORK HELPER PROGRAM IN WHICH HIGH SCHOOL AND COLLEGE STUDENTS ARE PAID $1.50 TO $2.00 PER HOUR TO TUTOR ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS. TUTORS WORK UNDER THE SUPERVISION OF MASTER TEACHERS AND ATTEND TUTOR-TRAINING SESSIONS TWICE A MONTH. A…

  16. 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…

  17. Evaluasi Tutor Online untuk Meningkatkan Kualitas Layanan Tutorial Tatap Muka pada Pendidikan Jarak Jauh

    Directory of Open Access Journals (Sweden)

    Sugiran

    2016-04-01

    Full Text Available Underwriting performance of tutors at the Open University (UT is determined from the evaluation of tutors is done manually by distributing a questionnaire to students. This system is costly, less preferred students, interfere with the activity of the tutorial, the questionnaire processing is still done manually, and the report can not be received on time. The solution needs to be an evaluation system based tutors online to replace the old system. This study aims to generate application-based tutor online evaluation system which can improve the quality of service tutorial face to face at UT. Application design using the System Development Life Cycle (SDLC with several stages. The first is a systems planning (needs analysis, using interview techniques, dokuemntasi and observation. Second, system analysis (system requirements analysis conducted to formulate the solution of existing problems. Third, the system design (system design, which is depicted in diagrammatic form context-level data flow diagram (DFD. Fourth systems implementation (implementation of the system, carried out using pseudocode programming code based on the programming language, and Fifth, system testing, using black box method testing. Results test show that the application is in conformity with the needs of the system, where students can assess the tutor UT simply by accessing the internet. Expected results of this study, evaluation of the application form based online tutors can help UT in terms of improving the quality of face-to-face tutorial services.

  18. 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

  19. Students and tutors' social representations of assessment in problem-based learning tutorials supporting change

    Directory of Open Access Journals (Sweden)

    Bollela Valdes R

    2009-06-01

    Full Text Available Abstract Background Medical programmes that implement problem-based learning (PBL face several challenges when introducing this innovative learning method. PBL relies on small group as the foundation of study, and tutors facilitate learning by guiding the process rather than teaching the group. One of the major challenges is the use of strategies to assess students working in small groups. Self-, peer- and tutor-assessment are integral part of PBL tutorials and they're not easy to perform, especially for non experienced students and tutors. The undergraduate PBL medical programme was introduced in 2003, and after two years the curriculum committee decided to evaluate the tutorial assessment in the new program. Methods A random group of ten students, out of a cohort of sixty, and ten tutors (out of eighteen were selected for semi-structured interviews. The social representations' theory was used to explore how the students and tutors made sense of "assessment in tutorials". The data were content analyzed using software for qualitative and quantitative processing of text according to lexicological distribution patterns. Results Even though students and tutors are aware of the broader purpose of assessment, they felt that they were not enough trained and confident to the tutorial assessment. Assigning numbers to complex behaviors on a regular basis, as in tutorials, is counter productive to cooperative group learning and self assessment. Tutors believe that students are immature and not able to assess themselves and tutors. Students believe that good grades are closely related to good oral presentation skills and also showed a corporative attitude among themselves (protecting each other from poor grades. Conclusion Faculty training on PBL tutorials' assessment process and a systematic strategy to evaluate new programs is absolutely necessary to review and correct directions. It is envisaged that planners can make better-informed decisions about

  20. Electronic Algebra and Calculus Tutor

    Directory of Open Access Journals (Sweden)

    Larissa Fradkin

    2012-06-01

    Full Text Available Modern undergraduates join science and engineering courses with poorer mathematical background than most contemporaries of the current faculty had when they were freshers. The problem is very acute in the United Kingdom but more and more countries adopt less resource intensive models of teaching and the problem spreads. University tutors and lecturers spend more and more time covering the basics. However, most of them still rely on traditional methods of delivery which presuppose that learners have a good memory and considerable time to practice, so that they can memorize disjointed facts and discover for themselves various connections between the underlying concepts. These suppositions are particularly unrealistic when dealing with a large number of undergraduates who are ordinary learners with limited mathematics background. The first author has developed a teaching system that allows such adult learners achieve relatively deep learning of mathematics – and remarkably quickly – through a teacher-guided (often called Socratic dialog, which aims at the frequent reinforcement of basic mathematical abstractions through Eulerian sequencing. These ideas have been applied to create a prototype of a Cognitive Mathematics Tutoring System aimed at teaching basic mathematics to University freshers., an electronic Personal Algebra and Calculus Tutor (e- PACT.

  1. FIELD NOTES: PEOPLE, PROGRAMS, & POLICIES* Farmers’ Market Produce Delivery Program for Mitigating Nutritional Risk in Older Adults

    OpenAIRE

    DOVER, SALLY E.; Buys, David R.; ALLOCCA, SALLY; Locher, Julie L.

    2013-01-01

    Community-dwelling older adults in disadvantaged neighborhoods may face nutritional risks not mitigated by existing programs. The Senior Market Basket Program, administered by nonprofit organization P.E.E.R., Inc., is a unique approach to serving community-dwelling senior adults and a valuable model for integrating targeted social services into local food systems. The program ensures access to fresh produce during the growing season for a defined target population.

  2. Electronic Tutoring: Long Distance and Long Term.

    Science.gov (United States)

    Stephenson, Denise R.; Mayberry, Bob

    Electronic tutoring can be valuable for writers and should be offered in more university settings, not just in computer labs. Among its advantages is the speed with which commentary can be returned by e-mail. Other advantages were evident in a reciprocal tutoring relationship carried on by two academics in different states. They chose not to edit…

  3. Analysis of Cognitive Tutor Geometry Curriculum

    Science.gov (United States)

    Bibi, Tauqir

    2010-01-01

    The Carnegie Learning Cognitive Tutor curricula are based on cognitive models, which include a representation of the learner's thinking, strategies, and misconceptions. The Cognitive Tutor curricula typically speed up learning and yield greater learning as compared to traditional math curricula (Morgan & Ritter, 2002; Sarkis, 2004; Koedinger,…

  4. Summative Evaluation of the SINCGARS Tutor.

    Science.gov (United States)

    Orey, Michael; Zhao, Ruimin; Fan, Huey-Ling; Keenan, Ron

    1998-01-01

    Describes the results of an effectiveness evaluation of an "intelligently coached simulation," the SINCGARS Tutor, that was developed to train military officers how to operate a SINCGARS radio. Posttests showed officers trained on the computerized tutor performed more accurately than a group trained on the actual equipment. (Author/LRW)

  5. 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.

  6. 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

  7. Concentrating on Affective Feedforward in Online Tutoring

    Science.gov (United States)

    Chen, Ya-Ting; Chou, Yung-Hsin; Cowan, John

    2014-01-01

    With considerable input from the student voice, the paper centres on a detailed account of the experiences of Western academic, tutoring Eastern students online to develop their critical thinking skills. From their online experiences together as tutor and students, the writers present a considered case for the main emphasis in facilitative online…

  8. Beef-cattle producers benefit from Extension-managed process verification programs

    OpenAIRE

    Sutphin, Michael D.

    2009-01-01

    The most recent data from the U.S. Census of Agriculture shows that Virginia's beef producers face a myriad of challenges. Virginia Cooperative Extension is working with the beef-cattle industry to boost profits and add value to Virginia's beef products by training and educating producers about process verification programs that certify the age and source of beef cattle.

  9. A Conversational Intelligent Tutoring System to Automatically Predict Learning Styles

    Science.gov (United States)

    Latham, Annabel; Crockett, Keeley; McLean, David; Edmonds, Bruce

    2012-01-01

    This paper proposes a generic methodology and architecture for developing a novel conversational intelligent tutoring system (CITS) called Oscar that leads a tutoring conversation and dynamically predicts and adapts to a student's learning style. Oscar aims to mimic a human tutor by implicitly modelling the learning style during tutoring, and…

  10. 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…

  11. Funciones y perfil del tutor

    OpenAIRE

    Baptista, Maria da Nazare Mesquita Martins dos Santos; Universidade Lusofona de Lisboa

    2011-01-01

    Após uma curta introdução relativa ao conceito de educação – formação, são abordadas as características e as funções inerentes à figura do professor tutor. É igualmente salientada a importância que deve ser dada à formação dos professores para que a escola possa fornecer uma resposta eficaz aos desafios constantes impostos pela sociedade. This paper intends to explain...

  12. 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

  13. Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations.

    Science.gov (United States)

    Bosse, Hans M; Huwendiek, Soeren; Skelin, Silvia; Kirschfink, Michael; Nikendei, Christoph

    2010-07-06

    In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials. Major interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all). An interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues. The tool was well accepted and considered worth the time spent on it (81.62 +/- 16.91; 62.94 +/- 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 +/- 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre

  14. Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

    Science.gov (United States)

    Emurian, Henry H.

    2007-01-01

    At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…

  15. Revisiting the extended producer responsibility program for metal packaging in South Korea.

    Science.gov (United States)

    Kim, Soyoung; Mori, Akihisa

    2015-05-01

    Recently, developed and emerging countries have increasingly adopted the principle of extended producer responsibility (EPR) to reduce waste. In 2003, South Korea replaced the waste deposit recycling (WDR) program with the EPR program. Previous comparative analyses between the WDR and EPR programs have been qualitative evaluations and have not yet quantitatively shown whether the change has increased benefits. The aim of this paper is to explore which program brings larger net benefits. Because of limited data availability, here we focus on metal packaging exclusively. We find that the recycling rate dropped from 59% in 2000 to 40% in 2011 and recycling volume dropped accordingly. Cost-benefit incidence analysis shows that net social benefits decreased by 2.8 billion won (2.5 million US dollars), while the net benefits to producers increased by 1.9 billion won (1.7 million US dollars) under the EPR program compared with the WDR program. The government of South Korea should set an ambitious recycling target and narrow the scope of the exemption from the mandatory recycling requirement.

  16. 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…

  17. 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…

  18. Who Am I as a Distance Tutor? An Investigation of Distance Tutors' Professional Identity in China

    Science.gov (United States)

    Xiao, Junhong

    2016-01-01

    Much research has been conducted in the area of teacher professional identity in the past decades. Nonetheless, very little attention has been paid to the professional identity of tutors in distance education. Using interviews, this study set out to investigate distance tutors' claimed and assigned professional identities, their actual, ought and…

  19. Distance learning: the practice of intercommunication between a tutor and students

    Directory of Open Access Journals (Sweden)

    Zhubreva Tatiana

    2016-01-01

    Full Text Available The conducted investigation has included monitoring of the provision of educational services in a remote mode – distance-learning format for adult students at Moscow Business School (MBS. It is aimed at finding best approaches for increasing a degree of “reaching” every student. The problem is that some people, including potential candidates for distance-learning programs, blame distance education for the lack of communication with teacher/tutor. They say that distance learning does not allow applying the principles of customization to it; for some of them there is no difference between E-learning and distance learning. The results of this action research show rather clearly that there are ways in the framework of distance education to use an individual approach for each of the students by the tutors. Some types of intercommunication with students in written form could be rather exhausting ones, but others could be successfully carried out by a creative tutor

  20. Intelligent Tutor with Emotion Recognition and Student Emotion Management for Math Performance

    Directory of Open Access Journals (Sweden)

    Mari­a Luci­a Barron Estrada

    2014-10-01

    Full Text Available This research presents the development, implementation, and testing of an Intelligent Tutoring System for math in third grade elementary students, it identifies and manages the emotional state of the student; it produces affective feedback for the student during the course that also it is part of a social network. Emotions are recognized via facial expressions by means of an artificial neural network. The social network and the intelligent tutoring system with affective management have been tested in public and private elementary schools with very satisfying results.

  1. Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

    There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then…

  2. A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring.

    Science.gov (United States)

    Ackerman, Peggy T.; And Others

    1991-01-01

    Fifty-three children (ages 9-13) with dyslexia completed a summer tutoring program that emphasized word-building skills. Children who received piracetam (a purportedly memory-enhancing drug) did not improve more than nonmedicated children in any aspect of reading. Children subtyped as "phonetic" improved significantly more in…

  3. A Long-Term Study of the Efforts of Tutoring in Developmental Mathematics.

    Science.gov (United States)

    Carman, Robert A.

    Low ability freshmen enrolled in a 1972 fall semester remedial mathematics course at Santa Barbara City College (California) were randomly divided into three groups: (1) a control group comprised of 62 students meeting for one hour per week in small subgroups to study programmed materials; (2) a classroom tutoring group comprised of 67 students…

  4. A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring.

    Science.gov (United States)

    Ackerman, Peggy T.; And Others

    1991-01-01

    Fifty-three children (ages 9-13) with dyslexia completed a summer tutoring program that emphasized word-building skills. Children who received piracetam (a purportedly memory-enhancing drug) did not improve more than nonmedicated children in any aspect of reading. Children subtyped as "phonetic" improved significantly more in…

  5. Improving Access To, Quality, and the Effectiveness of Digital Tutoring in K-12 Education

    Science.gov (United States)

    Burch, Patricia; Good, Annalee; Heinrich, Carolyn

    2016-01-01

    There is considerable variation in how providers of digital education describe what they do, their services, how students access services, and what is delivered, complicating efforts to accurately assess its impact. We examine program characteristics of digital tutoring providers using rich, longitudinal observational and interview data and then…

  6. Investigating Pre-Service Mathematics Teachers' Innovation Awareness and Views Regarding Intelligent Tutoring Systems

    Science.gov (United States)

    Erdemir, Mustafa; Ingeç, Sebnem Kandil

    2016-01-01

    The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary…

  7. Architecture for an Adaptive and Intelligent Tutoring System That Considers the Learner's Multiple Intelligences

    Science.gov (United States)

    Hafidi, Mohamed; Bensebaa, Taher

    2015-01-01

    The majority of adaptive and intelligent tutoring systems (AITS) are dedicated to a specific domain, allowing them to offer accurate models of the domain and the learner. The analysis produced from traces left by the users is didactically very precise and specific to the domain in question. It allows one to guide the learner in case of difficulty…

  8. Addendum to Effectiveness of Cognitive Tutor Algebra I at Scale. Working Paper WR-1050-DEIES

    Science.gov (United States)

    Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita

    2014-01-01

    This addendum to previously published results presents alternative analyses of data from large-scale effectiveness studies of Cognitive Tutor Algebra I in middle schools and high schools. These alternative analyses produce results that are substantively the same as previously reported. We find a significant positive effect of 0.21 standard…

  9. Top producers of scholarly publications in clinical psychology PhD programs.

    Science.gov (United States)

    Stewart, Peter K; Wu, Yelena P; Roberts, Michael C

    2007-12-01

    Publication productivity of 1,927 core faculty members in clinical psychology training programs was tallied over a 5-year period (2000-2004) from their PsycINFO database entries (http://www.apa.org/psycinfo/). The top-producing faculty members are presented with rank by total number of publications and rank by number of peer-reviewed journal articles. In this report, the authors recognize those productive clinical psychologists in accredited clinical programs who have advanced the field through their substantial contributions to the literature base.

  10. Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities

    National Research Council Canada - National Science Library

    Mengping Tsuei

    2014-01-01

      The purpose of this study was to develop and explore the impact of a synchronous peer tutoring system, which integrated a structured peer tutoring strategy with technological advances, for students...

  11. Body image in obese children: Effects produced by physical exercise program

    OpenAIRE

    E. Romero; S. Márquez-Rosa; Bernal, F; N. Camberos; J.A. De Paz

    2015-01-01

    Body image self-perception in obese children is important since it can encourage behaviors leading to social isolation and cause an increase in food intake. The objective of this study was to determine the changes produced in the level of body image satisfaction and the variation in anthropometric indicators of young children in the State of Sonora, Mexico after participating in a program of 40 sessions of physical exercise with an average caloric expenditure of 267 Kcal per session. 119 chil...

  12. Instruction, Cognitive Scaffolding, and Motivational Scaffolding in Writing Center Tutoring

    Science.gov (United States)

    Mackiewicz, Jo; Thompson, Isabelle

    2014-01-01

    In this study, we quantitatively analyze the discourse of experienced writing center tutors in 10 highly satisfactory conferences. Specifically, we analyze tutors' instruction, cognitive scaffolding, and motivational scaffolding, all tutoring strategies identified in prior research from other disciplines as educationally effective. We find that…

  13. Effectiveness of Intelligent Tutoring Systems: A Meta Analytic Review

    Science.gov (United States)

    2017-02-01

    Michigan J. D. Fletcher Institute for Defense Analyses This review describes a meta- analysis of findings from 50 controlled evaluations of intelligent ...requirements for the meta- analysis : six evaluations with nonconventional control groups and four with flawed implementations of intelligent tutoring...hour of intelligent tutoring; the longest provided intelligent tutoring for three semesters, or 48 weeks. Overall Effects For our primary analysis , we

  14. 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.…

  15. Apparatuses and Methods for Producing Runtime Architectures of Computer Program Modules

    Science.gov (United States)

    Abi-Antoun, Marwan Elia (Inventor); Aldrich, Jonathan Erik (Inventor)

    2013-01-01

    Apparatuses and methods for producing run-time architectures of computer program modules. One embodiment includes creating an abstract graph from the computer program module and from containment information corresponding to the computer program module, wherein the abstract graph has nodes including types and objects, and wherein the abstract graph relates an object to a type, and wherein for a specific object the abstract graph relates the specific object to a type containing the specific object; and creating a runtime graph from the abstract graph, wherein the runtime graph is a representation of the true runtime object graph, wherein the runtime graph represents containment information such that, for a specific object, the runtime graph relates the specific object to another object that contains the specific object.

  16. Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

    Science.gov (United States)

    Shamir, Adina; Zion, Michal; Spector Levi, Ornit

    2008-08-01

    The main objective of the study reported was to explore the effect on young children's critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56-77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children's higher-order thinking. Implications for educators are discussed.

  17. Distance learning for training business game tutors

    Directory of Open Access Journals (Sweden)

    Mariana de Toledo Marinho

    Full Text Available Abstract This work is the result of research that proposes the incorporation of Distance Learning into a Business Game as a strategy to enhance tutor training, considering entrepreneurship difficulties faced by public school teachers. Part of the problem could be attributed to subject type, because, in general, it is not common to find entrepreneurship on school curricula. The Distance Learning (DL activities were developed using the Moodle platform and structured by topic to increase educational flexibility and achieve a better balance between individual reflection and online discussion. It was developed in four steps: course content development; course evaluation by computer technicians; restructuring the course based on course evaluation done by computer technicians and course evaluation by teachers from the public school system. A preliminary test was performed with informatics technicians to technically evaluate the learning environment. Based on this, the course was restructured, applying corrections and adjustments to improve environment usability. After corrections, a final test was conducted with public school system teachers to analyze user perception, which gave a positive result. Virtual learning environment evaluation is complex and multidisciplinary, requiring the technical knowledge of internet programming and a conceptual knowledge of education, especially in the field of learning. When the evaluation done by teachers was examined, it was found that deficiencies pointed out by computer technicians had been resolved, giving a positive rating. This current research concludes that DL can improve the use of games, because it is possible to structure the content related to the learning gaps of specific groups of students. In this respect the use of games results can guide the development of content.

  18. La tutoría académica en la educación universitaria: una experiencia en el núcleo de Actividad Física, del área de Movimiento y Postura, en el programa de Medicina de la Universidad de Antioquia Academic tutoring in higher education: an experience in the physical activity core, movemente and posture program, faculty of medicine, University of Antioquia

    Directory of Open Access Journals (Sweden)

    Diana Patricia Díaz Hernández

    2004-09-01

    Full Text Available La Facultad de Medicina de la Universidad de Antioquia viene implementando un nuevo currículo, en el que uno de los pilares fundamentales es el aprendizaje centrado en el estudiante; con el cual, pretende formar profesionales autónomos, integrales, que participen en la construcción del conocimiento y satisfechos con su proyecto vida. Esta forma de mirar y abordar la educación médica, exige la implementación de estrategias didácticas que incentiven el aprendizaje autónomo, una de ellas es la tutoría. La principal pretensión de la tutoría es el autoaprendizaje por parte del estudiante, lo que potencia la autonomía, la habilidad en la solución de problemas, la creatividad, el pensamiento crítico, el razonamiento y la metacognición; mientras que el tutor se desempeña como un orientador de la formación integral del estudiante. La implementación de la tutoría, en el área de Movimiento y Postura del plan de estudio de la Facultad de Medicina de la Universidad de Antioquia, ha tenido gran acogida por los estudiantes y profesores del curso; es de resaltar, el interés que los estudiantes muestran durante el desarrollo de éste, lo cual incentiva su creatividad y su capacidad de ingeniar diferentes ayudas didácticas para lograr una mayor comprensión del conocimiento. The faculty of medicine, University of Antioquia is in the process of implementing a new curriculum; one of its bases is the student-centered learning with the aim of preparing autonomous, integral professionals that take part in knowledge buildup and are satisfied with their life project. This form of looking at and approaching medical education asks for teaching strategies that stimulate autonomous learning; one of them is tutoring. This strategy aims at self-learning to enhance autonomy, ability in problem-solving, creativity, critical thought, reasoning and meta-cognition; the tutor orients the integral training of the student. Tutoring in the area of movement and

  19. 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.

  20. Challenges facing PBL tutors: 12 tips for successful group facilitation.

    Science.gov (United States)

    Azer, Samy A

    2005-12-01

    One of the main tasks of a problem-based learning (PBL) tutor is to facilitate group discussion. Group facilitation is about process rather than content. In this process, a tutor helps the group increase their skills and progress in their discussion. Several studies have highlighted strategies and training used in preparing PBL tutors. However, PBL tutors usually feel that it is not that easy to change their teaching style to the PBL format. They are sometimes unsure about their role or what strategy they might use to facilitate their students' discussion. This article in the '12 Tips' series is a detailed description of, and provides answers to, common challenges faced by PBL tutors. The tips provided in this manuscript should help tutors with practical answers. The article may be useful to PBL tutors, medical and health educators and those responsible for PBL training workshops.

  1. Notified Access: Extending Remote Memory Access Programming Models for Producer-Consumer Synchronization

    KAUST Repository

    Belli, Roberto

    2015-05-01

    Remote Memory Access (RMA) programming enables direct access to low-level hardware features to achieve high performance for distributed-memory programs. However, the design of RMA programming schemes focuses on the memory access and less on the synchronization. For example, in contemporary RMA programming systems, the widely used producer-consumer pattern can only be implemented inefficiently, incurring in an overhead of an additional round-trip message. We propose Notified Access, a scheme where the target process of an access can receive a completion notification. This scheme enables direct and efficient synchronization with a minimum number of messages. We implement our scheme in an open source MPI-3 RMA library and demonstrate lower overheads (two cache misses) than other point-to-point synchronization mechanisms for each notification. We also evaluate our implementation on three real-world benchmarks, a stencil computation, a tree computation, and a Colicky factorization implemented with tasks. Our scheme always performs better than traditional message passing and other existing RMA synchronization schemes, providing up to 50% speedup on small messages. Our analysis shows that Notified Access is a valuable primitive for any RMA system. Furthermore, we provide guidance for the design of low-level network interfaces to support Notified Access efficiently.

  2. The Influence of the Tutorial activity in the academic, didactic and social development of the tutors of biochemistry at UFV.

    Directory of Open Access Journals (Sweden)

    M.C. Baracat-Pereira

    2005-07-01

    Full Text Available The Tutorial Program  in Biochemistry, implemented at UFV in 2000, is characterized by the actuation of the  students as tutors, seeking to level the  prior  knowledge among students of biochemistry.  The tutors, official or volunteer,  are under graduated students (tutor I and post-graduated students (tutor II. The  aim of this  study  was to show the  profile of a tutor of biochemistry and  its influence in his academic,  didactic  and  social development.  A questionnaire of 31 questions  was answered  by tutors that acted  between  2000 and  2004, and  the  main  comments  were detached.   From  29 tutors  who frequented  the program  during the period (5 tutors II and 24 tutors I, 19 answered the questionnaire. The  average  time  of permanence  of the tutors in  this  program  was  9 months,  varying  from  4 to28 months.   Fourteen from the  19 students that worked  as tutors chose to  act  in the  program  for the  possibility  of teaching  and  also helped  them  to  be more  extroverted and  they  felt satisfied  to help other  people which contributes effectively for the  training of the  ones who want to  follow the academic career.  It also contributes professionally by increasing the capacity of relationship in group, dynamism,  decisions and  organization, characteristics that are more and more appraised  in the  job market.    It  was verified that the  studies  of the  tutors were modified  by  the  necessity  of preparing the  classes because  to teach,  you need to understand the subject  and  you need to present  it to the student in the best way, you have to consider the life and the previous knowledge of the student. To all of them,  the  program  helped them  to improve  the oratory  and  your organization and  develops a sense of professional  responsibility, assiduity  and  punctuality.  In general,  the

  3. An Intelligent Tutoring System for Conceptual Physics

    Science.gov (United States)

    Franceschetti, Donald R.

    2007-11-01

    AutoTutor is an intelligent tutoring system (ITS) in which students can learn a variety of subjects through conversation in natural language with a software agent. The agent appears as a face on the screen, with a synthesized voice, and responds to typed input from the student. Student understanding is modeled from student responses, which are matched to high quality essay responses and known misconceptions and bad answers using one of several computational linguistic techniques. With ONR and NSF support a version of AutoTutor covering Newtonian dynamics at the level of Hewitt's Conceptual Physics has been developed and extensively tested. As a byproduct of this work, several thousand student responses to a small number of conceptual physics questions have been collated and mined for misconceptions. Recent work has allowed a comparison of latent semantic analysis and inverse word frequency measures of text match with expert answers. Some results from this process will be presented along with a demonstration of AutoTutor-Physics at work.

  4. 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.

  5. Intelligent tutoring agent for settlers of Catan

    NARCIS (Netherlands)

    Geuze, Jeroen; Broek, van den Egon L.; Schobbens, P.-Y.; Vanhoof, W.; Schwanen, G.

    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

  6. Evaluation Methods for Intelligent Tutoring Systems Revisited

    Science.gov (United States)

    Greer, Jim; Mark, Mary

    2016-01-01

    The 1993 paper in "IJAIED" on evaluation methods for Intelligent Tutoring Systems (ITS) still holds up well today. Basic evaluation techniques described in that paper remain in use. Approaches such as kappa scores, simulated learners and learning curves are refinements on past evaluation techniques. New approaches have also arisen, in…

  7. Does Artificial Tutoring Foster Inquiry Based Learning?

    Science.gov (United States)

    Schmoelz, Alexander; Swertz, Christian; Forstner, Alexandra; Barberi, Alessandro

    2014-01-01

    This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based…

  8. A Review of BioTutor.

    Science.gov (United States)

    Duhrkopf, Richard

    1994-01-01

    A review of BioTutor which is software to accompany the third edition of Neil Campbell's textbook, "Biology," is provided. The review includes a brief description of the software and a discussion of good and bad features of the software. In the closing words, the reviewer expresses a considerable amount of concern regarding the quality of this…

  9. Cross-Age Peer Tutors in Asynchronous Discussion Groups: Exploring the Impact of Three Types of Tutor Training on Patterns in Tutor Support and on Tutor Characteristics

    Science.gov (United States)

    De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin

    2010-01-01

    This study was conducted in an authentic university setting with fourth-year Educational Sciences' students operating as online peer tutors to facilitate freshman tutees' online collaboration and knowledge construction in a blended "Instructional Sciences" course. Taking into account prior research uncovering weaknesses in online peer tutor…

  10. [The virtual environment of a research group: the tutors' perspective].

    Science.gov (United States)

    Prado, Cláudia; Casteli, Christiane Pereira Martins; Lopes, Tania Oliveira; Kobayashi, Rika M; Peres, Heloísa Helena Ciqueto; Leite, Maria Madalena Januário

    2012-02-01

    The Grupo de Estudos e Pesquisas de Tecnologia da Informação nos Processos de Trabalho em Enfermagem (Study and Research Group for Information Technology in the Nursing Working Processes, GEPETE) has the purpose of producing and socializing knowledge in information technology and health and nursing communication, making associations with research groups in this field and promoting student participation. This study was performed by the group tutors with the objective to report on the development of the virtual learning environment (VLE) and the tutors' experience as mediators of a research group using the Moodle platform. To do this, a VLE was developed and pedagogical mediation was performed following the theme of mentoring. An initial diagnosis was made of the difficulties in using this technology in interaction and communication, which permitted the proposal of continuing to use the platform as a resource to support research activities, offer lead researchers the mechanisms to socialize projects and offer the possibility of giving advice at a distance.

  11. Body image in obese children: Effects produced by physical exercise program

    Directory of Open Access Journals (Sweden)

    E. Romero

    2015-01-01

    Full Text Available Body image self-perception in obese children is important since it can encourage behaviors leading to social isolation and cause an increase in food intake. The objective of this study was to determine the changes produced in the level of body image satisfaction and the variation in anthropometric indicators of young children in the State of Sonora, Mexico after participating in a program of 40 sessions of physical exercise with an average caloric expenditure of 267 Kcal per session. 119 children were enrolled in the program; they were between the ages of 8 and 11 with a body mass index (BMI of 26.59 ± 4.2 (kg/m2. They were evaluated before and after the physical activity intervention by means of a Body Image Satisfaction (BIS Test. The results with significant changes (p ≤ 0.05 between the pre-test and post-test are in weight and height. There are also significant changes observed in self-image in 15 parts of evaluated body segments, mainly in the abdomen, chest, thighs, buttocks, waist, and hips in all children from the experimental group. The results conclude that physical exercise, in spite of not producing significant changes in BMI, can positively modify body image perception.

  12. Matching tutors and students: effective strategies for information transfer between circuits

    Science.gov (United States)

    Tesileanu, Tiberiu; Balasubramanian, Vijay; Olveczky, Bence

    Many neural circuits transfer learned information to downstream circuits: hippocampal-dependent memories are consolidated into long-term memories elsewhere; motor cortex is essential for skill learning but dispensable for execution; anterior forebrain pathway (AFP) in songbirds drives short-term improvements in song that are later consolidated in pre-motor area RA. We show how to match instructive signals from tutor circuits to synaptic plasticity rules in student circuits to achieve effective two-stage learning. We focus on learning sequential patterns where a timebase is transformed into motor commands by connectivity with a `student' area. If the sign of the synaptic change is given by the magnitude of tutor input, a good teaching strategy uses a strong (weak) tutor signal if student output is below (above) its target. If instead timing of tutor input relative to the timebase determines the sign of synaptic modifications, a good instructive signal accumulates the errors in student output as the motor program progresses. We demonstrate song learning in a biologically-plausible model of the songbird circuit given diverse plasticity rules interpolating between those described above. The model also reproduces qualitative firing statistics of RA neurons in juveniles and adults. Also affiliated to CUNY - Graduate Center.

  13. Analyzing Design Process and Experiments on the AnITA Generic Tutoring System

    CERN Document Server

    Brust, Matthias R

    2007-01-01

    In the field of tutoring systems, investigations have shown that there are many tutoring systems specific to a specific domain that, because of their static architecture, cannot be adapted to other domains. As consequence, often neither methods nor knowledge can be reused. In addition, the knowledge engineer must have programming skills in order to enhance and evaluate the system. One particular challenge is to tackle these problems with the development of a generic tutoring system. AnITA, as a stand-alone application, has been developed and implemented particularly for this purpose. However, in the testing phase, we discovered that this architecture did not fully match the user's intuitive understanding of the use of a learning tool. Therefore, AnITA has been redesigned to exclusively work as a client/server application and renamed to AnITA2. This paper discusses the evolvements made on the AnITA tutoring system, the goal of which is to use generic principles for system re-use in any domain. Two experiments ...

  14. XRAYL: a program for producing idealized powder diffraction line profiles from overlapped powder patterns

    Energy Technology Data Exchange (ETDEWEB)

    Hubbard, C.R.; Morosin, B. [Sandia National Labs., Albuquerque, NM (United States); Stewart, J.M. [Maryland Univ., College Park, MD (United States)

    1996-09-01

    The X-ray diffraction patterns of samples of polycrystalline materials are used to identify and characterize phases. Very often the total (or composite) profile consists of a series of overlapping profiles. In many applications it is necessary to separate the component profiles from the total profile. (In this document the terms {ital profile, line}, and {ital peak} are used interchangeably to represent these features of X-ray or neutron diffraction patterns.) A computer program, XRAYL, first developed in the 1980s and subsequently enlarged and improved, allows the fitting of analytical functions to powder diffraction lines. The fitting process produces parameters of chosen profile functions, diffraction line by diffraction line. The resulting function parameters may then be used to generate ``idealized`` powder diffraction lines as counts at steps in 2{Omega}. The generated lines are effectively free of statistical noise and contributions from overlapping lines. Each separated line extends to background on both sides of the generated profile. XRAYL may, therefore, be used in X-ray powder diffraction profile analysis as a preprocessor program that is, separating peaks and feeding the ``resolved`` data to subsequent analysis programs. This self- contained document includes: (1) a description of the fitting functions coded into XRAYL, (2) an outline of the least-squares algorithm used in fitting the profile function, (3) the file formats and contents utilized by the computer code, (4) the user options and their presentation requirements for execution of the program, (5) an example of input and output for a test case, and (6) source code listings on a diskette.

  15. Promoting and recovering health: meanings produced in community groups within the family health program context

    Directory of Open Access Journals (Sweden)

    Celiane Camargo-Borges

    2006-01-01

    Full Text Available Public Healthcare in Brazil has tended to reflect major changes in the healthcare model. New tendencies point to the importance of actions being built up from their context and focused on specific communities. The objective of this study is to describe the meanings of health / illness as produced by community groups within the context of a Family Healthcare Program. Five groups had their single-session discussions taped and recorded, under the coordination of the first author. This material was transcribed and, coupled with field notes, formed the database for this study. The analysis described the meanings of the ideas on which new healthcare proposals are being based, providing visibility for the multiplicity of meanings and denaturalizing fixed lines of discourse on healthcare / illness. The final thoughts, developed from the point of view of social constructionism, indicate that healthcare practices based on the process of constant conversation and negotiation between all the social actors involved is a fertile ground.

  16. How MBA programs help the wine producers to innovate creating new employments?

    Directory of Open Access Journals (Sweden)

    Veissiere Delphine

    2015-01-01

    Full Text Available People love innovation: they are fascinating and usually curious to know how it works. But people love it until it affects them. The biggest obstacle is not technology but it is we humans and the institutions we live in. Both are stubbornly resistant to experimentation and to the change of the routine and the relative corporate organization. During the last fifteen years, a large room has been opened to the technological innovation in the vineyard and in the cellar but the new way to reach the final customer and to keep it loyal have been missed. The customer experience topic and the different gap of the customer satisfaction a producer should monitor and shorten, are rarely developed in the marketing training sessions in the MBA programs. It exists a real gap between the consumer perception and the way in which the wine is promoted. Producers are not aware about the new marketing techniques that should help them to grow and create new jobs on top of the wine production activities.

  17. Towards an Intelligent Tutor for Mathematical Proofs

    CERN Document Server

    Autexier, Serge; Schiller, Marvin; 10.4204/EPTCS.79.1

    2012-01-01

    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.

  18. 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.

  19. Application of Item Analysis to Assess Multiple-Choice Examinations in the Mississippi Master Cattle Producer Program

    Science.gov (United States)

    Parish, Jane A.; Karisch, Brandi B.

    2013-01-01

    Item analysis can serve as a useful tool in improving multiple-choice questions used in Extension programming. It can identify gaps between instruction and assessment. An item analysis of Mississippi Master Cattle Producer program multiple-choice examination responses was performed to determine the difficulty of individual examinations, assess the…

  20. Case-Based Tutoring with Concept Maps

    OpenAIRE

    Sørmo, Frode

    2007-01-01

    The goal of this thesis is to investigate methods for computerized tutoring support that is adapted to the individual student. In particular, we are concerned with providing such assistance to students solving exercises in domains where a complete or accurate problem-solving model is infeasible. We propose to do this by using concept maps as a means for students to model their own knowledge. Combined with results from earlier exercises, the concept map can form a student model that can be use...

  1. Intelligent tutoring agent for settlers of Catan

    OpenAIRE

    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 framework, the ITA helps children in developing negotiation skills through play, which makes it unique in its kind.

  2. The effect of near-peer tutoring on medical students' performance in anatomical and physiological sciences.

    Science.gov (United States)

    Morgan, Katrina M; Northey, Emily E; Khalil, Mohammed K

    2017-10-01

    Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance. Students' performances in SF1 and SF2 were compared using Student's t-test. Differences among the three groups were analyzed using ANOVA and Scheffé post hoc test (PStudents who earned 70-79% (C) in SF1 were further examined on the basis of their attendance rate and performance in SF2. Those who attended three or more sessions completed a survey evaluating the NPT program. Course grades were significantly higher in SF2 than SF1 for all students, regardless of attendance rate. However, students who received a C grade in SF1 and had high or moderate attendance improved significantly in their SF2 course grade. Most students agreed that the NPT program was valuable and they evaluated the tutors highly. They also agreed that NPT prepared them for course exams and Step 1, but did not reduce anxiety and stress about Step 1. The positive effect of the NPT program resulted in its expansion to include all first-year modules. Clin. Anat. 30:922-928, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  3. 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

  4. The influence of tutor training for peer tutors in the dissection course on the learning behavior of students.

    Science.gov (United States)

    Shiozawa, T; Hirt, B; Lammerding-Koeppel, M

    2016-11-01

    Student tutors in the dissection course are expected to meet high demands in their job, to fulfill these expectations they receive training. Combined tutor training is well accepted by tutors and tutees, however, it is not known how tutor training influences student learning. Deduced from the learning goals of the tutor training, a randomized, controlled, single-blinded study was set up with a quantitative cross-sectional analysis to compare student learning behavior. A total of 197 medical students, coached either by ten trained or ten untrained tutors, were enlisted in the study. To assess the students' learning behavior we employed the LIST questionnaire. A common factor analysis was calculated to extract dimensions. Factor scores of the extracted dimensions were calculated for both groups to estimate differences in learning behavior. Factor analysis of the LIST questionnaire revealed eight factors explaining 47.57% of the overall variance. The eight factors comprise: deep learning, attention, learning organization, cooperative learning, time management, learning effort, superficial learning and learning environment. Comparing the factor scores of the extracted dimensions, students coached by trained tutors learned significantly more with their fellow students (factor score in cooperative learning 0.194 vs. -0.205, ptrained by untrained tutors. Students coached by trained tutors also tend to be better organized in their learning (factor score in learning organization 0.115 vs. -0.122, p=0.16). The learning behavior of students coached by trained tutors differs from the learning behavior of students coached by untrained tutors. Students coached by trained tutors learn significantly more often in teams than their colleagues and are better organized. Copyright © 2016 Elsevier GmbH. All rights reserved.

  5. The Effects of ExcelTutor Software Desing an Intelligent Tutoring Sysytem on Learning

    OpenAIRE

    2007-01-01

    The purpose of this study is to examine the effects of ExcelTUTOR drill software on achievement of students, which was design as computer based intelligent tutoring system, developed by the researcher. In this study, pretest- post test with control group, which is one of the experimental research designs, was used. The experimental and control groups of the study were composed of 20 students for each group, totally 40 students who went to Gazi University, Kırşehir Faculty of Education, Social...

  6. 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

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

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

    African Journals Online (AJOL)

    Learners' Experiences of Peer Tutoring in the Context of Outdoor Learning: The ... its effectiveness in promoting learning in large class sizes which characterise ... 104 Class 6 learners as tutors, 86 Class 2 learners as tutees, and 8 teachers as ...

  16. Private Tutoring through the Internet: Globalization and "Offshoring"

    Science.gov (United States)

    Ventura, Alexandre; Jang, Sunhwa

    2010-01-01

    The private tutoring industry has come forward as the third great sector of education. The common sense representation about private tutoring is changing. The growing search for supplementary educational support services and the technological innovation have created a new paradigm. This paper focuses on one of the most interesting faces of this…

  17. 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,…

  18. 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…

  19. The Effects of Politeness-Related Instruction on Medical Tutoring

    Science.gov (United States)

    Bromme, Rainer; Brummernhenrich, Benjamin; Becker, Bettina-Maria; Jucks, Regina

    2012-01-01

    Tutors often fail to address learners' misconceptions. Although this may indicate a failure to grasp these misconceptions, it may simply be due to a wish to be polite and save the learner's face. In this study we examined whether instructing tutors about the pitfalls of politeness could increase the clarity and precision of their tutorial…

  20. 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,…

  1. What Are Tutors' Experiences with Online Teaching? A Phenomenographic Study

    Science.gov (United States)

    Walter, Cvetanka

    2016-01-01

    This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four…

  2. 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…

  3. Going Blended: New Challenges for Second Generation L2 Tutors

    Science.gov (United States)

    Nissen, Elke; Tea, Elena

    2012-01-01

    This study explores how second generation tutors within blended learning courses link the face-to-face and online course modalities--in their representations as well as through their pedagogical activities--and which aspects help them to feel involved in the course. The methodology used is a qualitative analysis of interviews with seven tutors of…

  4. 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…

  5. Federal Law Spurs Private Companies to Market Tutoring

    Science.gov (United States)

    Reid, Karla Scoon

    2004-01-01

    For-profit education companies are ramping up their businesses to tap into millions of federal dollars set aside to provide tutoring for students attending struggling schools. Under the federal No Child Left Behind Act, Title I schools that fail to reach state achievement goals three years in a row are required to offer free tutoring to students…

  6. Relationships with undergraduate nursing exchange students--a tutor perspective.

    Science.gov (United States)

    Koskinen, Liisa; Tossavainen, Kerttu

    2003-03-01

    Student exchange has been used increasingly in nursing education throughout Europe as a method of learning intercultural sensitivity. In the host country, each foreign student is assigned a personal tutor to enhance learning. The aim of this study was to describe tutor-student relationships between Finnish nurse teachers and British exchange students from the tutors' perspective. The researcher's close relationship with the study context and participants caused some ethical concerns, which will be discussed. The data consisted of tutorial session observations, research diary notes, group interviews and background questionnaires. They were analysed using Spradley's developmental research sequence method for ethnographic data. The tutoring relationship was pastoral and clinical rather than academic. The pastoral aspect of the relationship was essential in assisting the students to adjust to the stress of studying in a foreign country. On the other hand, tutors were unable to support all the students to overcome their culture shock. Tutors were uncertain about their role and did not integrate Finnish culture or practice into theory, but found their role pleasant. A dialogic tutor-student relationship is important for learning intercultural sensitivity. Tutoring strategies should be developed to assist students' adjustment to the differences in the host culture and to encourage their reflection on personal, experiential and scientific cultural knowledge during their study abroad.

  7. 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…

  8. Federal Law Spurs Private Companies to Market Tutoring

    Science.gov (United States)

    Reid, Karla Scoon

    2004-01-01

    For-profit education companies are ramping up their businesses to tap into millions of federal dollars set aside to provide tutoring for students attending struggling schools. Under the federal No Child Left Behind Act, Title I schools that fail to reach state achievement goals three years in a row are required to offer free tutoring to students…

  9. Affective feedback in a tutoring system for procedural tasks

    NARCIS (Netherlands)

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

    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

  10. 39 Peer tutors as learning and teaching partners: a cumulative ...

    African Journals Online (AJOL)

    Peer tutors in higher education are frequently given vital teaching and ... with knowledge and learning, the role of peer tutors needs to be recognised .... able to break down difficult concepts, unpack and explain dense knowledge clearly, and ..... of the issues you have noticed in students' writing - some of the common ...

  11. Peer Tutoring in the CIS Sandbox: Does It Work?

    Science.gov (United States)

    Frydenberg, Mark

    2013-01-01

    This paper reports on a student-created and facilitated peer-tutoring activity to assist first-year students in preparing for their final exam in an introductory information technology course. Tutors at the CIS Sandbox, a collaborative learning lab at an American university, offered a series of "Crunch Sessions" to their peers. This…

  12. 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…

  13. The INTELLIGENT RuleTutor: A Structured Approach to Intelligent Tutoring. Final Report.

    Science.gov (United States)

    Scandura, Alice B.

    This final report describes a general purpose system for developing intelligent tutors based on the Structural Learning Theory. The report opens with a discussion of the rules and related constructs that underlie cognitive constructs in all structural learning theories. The remainder of the text provides: (1) an introduction to the Structural…

  14. 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…

  15. A literacy tutoring experience for prospective special educators and struggling second graders.

    Science.gov (United States)

    Spear-Swerling, Louise

    2009-01-01

    This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.

  16. EFL student teachers’ learning in a peer-tutoring research study group

    Directory of Open Access Journals (Sweden)

    John Jairo Viafara

    2014-09-01

    Full Text Available In order to become peer-tutors in a B.A program in Modern Languages, a group of EFL (English as a Foreign Language student teachers attended a study and research group in a university. Throughout their participation, prospective teachers collaborated and reflected by means of tasks completion and dialogue to learn the theory and practice of tutoring and research. Additionally, participants provided survey, journal and interview data to contribute with the exploration of how their group membership shaped them academically and personally. Results suggested that student teachers increased their knowledge of English due to their use of real-life group dynamics, among others. Furthermore, they updated and expanded their competencies to monitor pedagogical situations, design strategies and solve problems.

  17. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    Science.gov (United States)

    Davis, Edward

    This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

  18. Review and bibliometric analysis of published literature citing data produced by the Gap Analysis Program (GAP)

    Science.gov (United States)

    Ratz, Joan M.; Conk, Shannon J.

    2014-01-01

    The Gap Analysis Program (GAP) of the U.S. Geological Survey (USGS) produces geospatial datasets providing information on land cover, predicted species distributions, stewardship (ownership and conservation status), and an analysis dataset which synthesizes the other three datasets. The intent in providing these datasets is to support the conservation of biodiversity. The datasets are made available at no cost. The initial datasets were created at the state level. More recent datasets have been assembled at regional and national levels. GAP entered an agreement with the Policy Analysis and Science Assistance branch of the USGS to conduct an evaluation to describe the effect that using GAP data has on those who utilize the datasets (GAP users). The evaluation project included multiple components: a discussion regarding use of GAP data conducted with participants at a GAP conference, a literature review of publications that cited use of GAP data, and a survey of GAP users. The findings of the published literature search were used to identify topics to include on the survey. This report summarizes the literature search, the characteristics of the resulting set of publications, the emergent themes from statements made regarding GAP data, and a bibliometric analysis of the publications. We cannot claim that this list includes all publications that have used GAP data. Given the time lapse that is common in the publishing process, more recent datasets may be cited less frequently in this list of publications. Reports or products that used GAP data may be produced but never published in print or released online. In that case, our search strategies would not have located those reports. Authors may have used GAP data but failed to cite it in such a way that the search strategies we used would have located those publications. These are common issues when using a literature search as part of an evaluation project. Although the final list of publications we identified is not

  19. EFEKTIVITAS PEMBELAJARAN TUTOR SEBAYA DALAM PEMBELAJARAN AKUNTANSI BIAYA I

    Directory of Open Access Journals (Sweden)

    Ahmad Nurkhin

    2016-01-01

    Full Text Available Implementation of bilingual classroom was the manifestation of internationalization vision of the institution (Unnes to response to the progress of International Schools (SBI / RSBI. Cost Accounting I was a subject in bilingual class of FE Unnes in 2010/2011. The objective of the study was to explain the effectiveness of peer tutor learning method in Cost Accounting I in Bilingual Class. It was a class action research done in 2 months with 2 cycles. The type of peer tutor learning was tutor to student. The result of research showed that peer tutor learning method of Cost Accounting I in Bilingual Class of FE Unnes was effective. Students’ achievement increased significantly in the first and second cycle. It passes the effectiveness indicator which stated that at least 75% students could get 71. Thus, it is suggested that other types of peer tutor learning method can be investigated empirically for further researches in different designs.

  20. The role of a PBL tutor: a personal perspective.

    Science.gov (United States)

    Chan, Li Chong

    2008-03-01

    Based on my experience as a PBL tutor in the Faculty of Medicine since 1997, it is clear that the role of a PBL tutor is one of a master of many trades. Whilst the primary role of a PBL tutor is to ensure, as a facilitator and a guide, that students engage in self-directed learning within the tutorial setting, he or she should be able to identify issues within and outside the tutorial setting that impact on learning. A PBL tutor should know the case well before the tutorial starts, establish ground rules and recognize that the quality of learning which takes place prior to and after the tutorial by students affect personal and group dynamics within the tutorial setting. The PBL tutor occupies a central and unique role in influencing students' learning and as a mentor to students' development.

  1. 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…

  2. The Multiple Demands of a Tutor Coordinator: How To Balance a Very Split-Personality Job.

    Science.gov (United States)

    Thot, Iris Dolores

    The author of this article describes the various aspects of her job as the Modern Language Tutor Coordinator at Santa Monica College. The author writes that, in general, her days consist of wearing a number of different hats each day, including that of budget and payroll administrator, grant writer, tutor screener, tutor trainer, tutor employer,…

  3. Modelo de sistemas tutores inteligentes multiagente

    OpenAIRE

    Ferrer, Alejandro; Vallejos, Félix Anibal; Jiménez Rey, Elizabeth Miriam; Grossi, María Delia; Servetto, Arturo Carlos; Perichinsky, Gregorio

    2006-01-01

    Se presenta una línea de investigación del Proyecto de la Facultad de Ingeniería de la Universidad de Buenos Aires I015: Manufactura Integrada por Computadora en Sistemas Complejos para el Desarrollo Social, Industrial y de Tecnología. Se introduce conceptos básicos de los campos en los que incursiona esta línea de investigación: Sistemas Tutores Inteligentes (STI) y Sistemas Multiagentes (SMA). Se describe los aspectos esenciales que se deben considerar en el modelado de un sistema ...

  4. PROLOG BASED AN INTELLIGENT TUTORING SYSTEM (ITS

    Directory of Open Access Journals (Sweden)

    Funda DAĞ

    2004-04-01

    Full Text Available In this study; components of a web-based general purpose Intelligent Tutoring System (ITS has been realized by using Visual Prolog. A framework of the system has been constructed to apply various lesson. An ITS consists of four fundamental models which are domain expert model, user model, instruction model and user interface model. In this study, domain expert model, user model and user interface model have been realized. There are user interfaces for both author and student in the system. We aimed in this study, developing studies on ITS in our country and constructing a framework for an ITS.

  5. Cross-year peer tutoring on internal medicine wards: results of a qualitative focus group analysis

    Directory of Open Access Journals (Sweden)

    Krautter M

    2014-09-01

    Full Text Available Markus Krautter,1 Sven Andreesen,2 Nadja Köhl-Hackert,2 Katja Hoffmann,3 Wolfgang Herzog,2 Christoph Nikendei2 1Department of Nephrology, University of Heidelberg, 2Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, 3Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany Background: Peer-assisted learning (PAL has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programs are rare. A focus group analysis of a newly established PAL program on an internal medicine ward was conducted to provide insights into PAL teaching from a student perspective.Purpose: To provide insights into students' experiences regarding their on-ward training with and without accompanying PAL tutors.Methods: A total of N=168 medical students in their sixth semester participated in the investigation (intervention group: N=88; control group: N=80. The intervention group took part in the PAL program, while the control group received standard on-ward training. There were seven focus groups with N=43 participants (intervention group: four focus groups, N=28 participants; control group: three focus groups, N=15 participants. The discussions were analyzed using content analysis.Results: The intervention group emphasized the role of the tutors as competent and well-trained teachers, most beneficial in supervising clinical skills. Tutors motivate students, help them to integrate into the ward team, and provide a non-fear-based working relationship whereby students' anxiety regarding working on ward decreases. The control group had to rely on autodidactic learning strategies when neither supervising physicians nor final-year students were available.Conclusion: On-ward PAL programs represent a particularly valuable tool for students' support in training clinical competencies on ward. The tutor–student working alliance

  6. Validating a set of tools designed to assess the perceived quality of training of pediatric residency programs.

    Science.gov (United States)

    Da Dalt, Liviana; Anselmi, Pasquale; Furlan, Sara; Carraro, Silvia; Baraldi, Eugenio; Robusto, Egidio; Perilongo, Giorgio

    2015-01-20

    The Paediatric Residency Program (PRP) of Padua, Italy, developed a set of questionnaires to assess the quality of the training provided by each faculty member, the quality of the professional experience the residents experienced during the various rotations and the functioning of the Resident Affair Committee (RAC), named respectively: "Tutor Assessment Questionnaire" (TAQ), "Rotation Assessment Questionnaire" (RAQ), and RAC Assessment Questionnaire". The process that brought to their validation are herein presented. Between July 2012 and July 2013, 51 residents evaluated 26 tutors through the TAQ, and 25 rotations through the RAQ. Forty-eight residents filled the RAC Assessment Questionnaire. The three questionnaires were validated through a many-facet Rasch measurement analysis. In their final form, the questionnaires produced measures that were valid, reliable, unidimensional, and free from gender biases. TAQ and RAQ distinguished tutors and rotations into 5-6 levels of different quality and effectiveness. The three questionnaires allowed the identification of strengths and weaknesses of tutors, rotations, and RAC. The agreement observed among judges was coherent to the predicted values, suggesting that no particular training is required for developing a shared interpretation of the items. The work herein presented serves to enrich the armamentarium of tools that resident medical programs can use to monitor their functioning. A larger application of these tools will serve to consolidate and refine further the results presented.

  7. Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

    Science.gov (United States)

    Strong, Robert; Harder, Amy; Carter, Hannah

    2010-01-01

    The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

  8. 77 FR 74592 - Supplemental Determination for Renewable Fuels Produced Under the Final RFS2 Program From Grain...

    Science.gov (United States)

    2012-12-17

    ... Data Availability Concerning Renewable Fuels Produced From Palm Oil Under the RFS Program (77 FR 4300... use change GHG emissions related to grain sorghum ethanol by approximately 1.2 kilograms of carbon dioxide equivalent emissions per million British thermal units of grain sorghum ethanol (kgCO 2...

  9. Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

    Science.gov (United States)

    Strong, Robert; Harder, Amy; Carter, Hannah

    2010-01-01

    The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

  10. Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.

    Science.gov (United States)

    Woltering, Vanessa; Herrler, Andreas; Spitzer, Klaus; Spreckelsen, Cord

    2009-12-01

    Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.

  11. How experienced tutors facilitate tutorial dynamics in PBL groups.

    Science.gov (United States)

    Lee, Gin-Hong; Lin, Chaou-Shune; Lin, Yu-Hua

    2013-01-01

    Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics. To explore the process of PBL tutorial small groups, focusing on the tutors' actual behavior in facilitating group dynamics. Eight experienced tutors from various departments in medical colleges participated in this research. Forty tutorial group sessions were videotaped. Among the 636 tutorial intervention episodes, 142 of them were associated with facilitating group dynamics. Tutors interventions as well as their recalls were transcribed verbatim. Qualitative research methods were utilized to analyze the data. There were 10 tutorial group dynamic situations and 48 tutorial skills. Analysis of the tutors' intentions employing these skills in the 10 situations showed that tutors were trying to achieve the following aims: (1) iteration of PBL principles, (2) delegation of responsibility to the students, (3) creation of a good discussion forum, and (4) the generation of a good learning atmosphere. Results from this study provide PBL tutors with a practical frame of reference on group dynamic facilitating skills and stimulate further research on this topic.

  12. IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY

    Directory of Open Access Journals (Sweden)

    Héctor José Peinado-Guevara

    2011-01-01

    Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.

  13. Implementing Good Practices Programs to Encourage Production of High-Quality, Safer Produce in Mississippi

    Science.gov (United States)

    Mahmoud, Barakat S. M.; Stafne, Eric T.; Coker, Christine H.; Bachman, Gary R.; Bell, Nicole

    2016-01-01

    Fifty-four growers/producers attended four 1-day good agricultural practices (GAP) and good handling practices (GHP) workshops at four locations in Mississippi. Pre- and post workshop survey data indicated that the participants' food safety knowledge increased by 15%. Furthermore, the workshops helped producers develop their own food safety plans.…

  14. PENGGUNAAN TUTOR SEBAYA UNTUK PENINGKATAN AKTIVITAS DAN HASIL BELAJAR

    Directory of Open Access Journals (Sweden)

    Rakimahwati -

    2014-06-01

    Abstrak: Penggunaan Tutor Sebaya untuk Peningkatan Aktivitas dan Hasil Belajar. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar mahasiswa dengan menerapkan metode tutor sebaya pada perkuliahan Perencanaan Pembelajaran TK. Metode yang digunakan dalam penelitian adalah penelitian tindakan kelas. Pelaksanaan tindakan dilakukan dua siklus terhadap mahasiswa reguler Pendidikan Guru Pendidikan Anak Usia Dini (PG-PAUD Universitas Negeri Padang. Data diperoleh melalui observasi, angket dan penilaian akhir kegiatan. Data kuantitatif dianalisis dengan rerata dan persentase, dan dikom­parasikan dengan data kualitatif. Hasil penelitian menunjukkan bahwa penggunaan metode tutor sebaya dapat meningkatkan aktivitas dan hasil belajar mahasiswa.

  15. 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. 

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

    Science.gov (United States)

    2014-12-01

    learning (SRL) per the Army Learning Model • ontology • tools • methods • standards • exemplars Adaptive Tutoring Systems • Adaptive • Affordable... Ontology -based Student model in Semantic-oriented Access to the Knowledge in Digital Libraries. In proc. of HUBUSKA Fourth Open Workshop “Semantic Web...support or direct). This team state model is a compound model of the trust states existing between team members. The trust relationships are bi -direction

  17. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

    Science.gov (United States)

    Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

    2008-01-01

    This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

  18. TUTOR TRAINING KEY ISSUE IN E-LEARNING / FORMACIÓN DE TUTORES. ASPECTO CLAVE EN ENSEÑANZA VIRTUAL

    Directory of Open Access Journals (Sweden)

    Andrea Astudillo

    2013-02-01

    Full Text Available The tutor has special relevance for the success of a virtual learning experience; the skills of a classroom teacher are not enough. Training processes for tutors are required to develop the necessary skills to perform the role that covers technical, pedagogical, social and administrative issues. This article presents an overview of the role of the tutors in virtual learning environments, the need to train these professionals and the experience of a Course on Tutoring, developed for the Center for Training, Experimentation and Educational Research. The Center has trained in a three-year period 1,611 tutors, to work in virtual courses offered to teachers by the Chilean Ministry of Education. The course is described, together with its instructional design, and its main results, like the high degree of retention and value assigned, all of which is understood as the first step in a process that is complemented by experience to become a virtual tutor.RESUMENEn el éxito de una experiencia formativa virtual, la figura del tutor cobra especial relevancia, las competencias de un docente presencial no son suficientes. Se requiere procesos formativos para que los tutores adquieran las competencias necesarias para desempeñar su rol que abarca las áreas técnica, pedagógica, social y administrativa. Este artículo presenta una visión general del rol del tutor en los entornos virtuales de aprendizaje, las necesidades de formar a estos profesionales y la experiencia del curso de tutores desarrollado para el Centro de Perfeccionamiento Experimentaciones e Investigaciones Pedagógicas que ha formado a los largo de tres años a 1.611 tutores, para actuar en los cursos virtuales que el Ministerio de Educación Chileno ofrece a sus docentes, se presenta el curso, su diseño instruccional, los principales resultados, como el alto grado de retención y valoración de esta instancia formativa, la cual se entiende como el primer paso de un proceso que se

  19. Assessing the impact of tutors on first- year academic performance ...

    African Journals Online (AJOL)

    language and the language of learning and teaching (LOLT); students lacking the socio- ... In this case, the tutorials and the tutors created a learning environment in which students ...... Communities of practice: Learning, meaning, and identity.

  20. Effect of peer tutoring and cooperative learning instructional ...

    African Journals Online (AJOL)

    African Journal for the Psychological Study of Social Issues ... sampling with the use of the Pupil Rating Scale, Mathematics Tests (A and B) for ... Keywords: peer tutoring, cooperative learning, learning disabilities, personality types, school ...

  1. Tutoring Literature Students in Dr. Frankenstein's Writing Laboratory.

    Science.gov (United States)

    McDonald, James C.

    1992-01-01

    Uses Frankenstein's monster as an analogy for understanding the relationship of student, teacher, and literary work in an academic community, and the difficult role of the tutor in helping to make the relationship work. (PRA)

  2. Multimedia in the Writing Center: Visual Rhetoric and Tutor Training

    OpenAIRE

    Conard-Salvo, Tammy

    2006-01-01

    This presentation at the Conference on College Composition and Communication (CCCC) discusses the impact that multimedia projects have on writing centers and offers one model for integrating a visual rhetoric unit in an undergraduate tutor training course.

  3. Tutorías virtuales en tiempo real.

    OpenAIRE

    Vigneron Tenorio, Alberto; Fernández Barcell, Manuel

    2012-01-01

    En la actualidad, gracias a los avances de las herramientas informáticas y la mejora en la velocidad de trasmisión de datos por Internet, podemos realizar parte de nuestras tutorías por Internet. La versión más básica de este tipo de tutorías es la atención mediante el correo electrónico. En esta presentación vamos abordar la realización de tutorías virtuales en tiempo real. Estas tutorías, sin sustituir a las presenciales, son un útil complemento. Además, es un método eficaz para la ...

  4. Tutoring Literature Students in Dr. Frankenstein's Writing Laboratory.

    Science.gov (United States)

    McDonald, James C.

    1992-01-01

    Uses Frankenstein's monster as an analogy for understanding the relationship of student, teacher, and literary work in an academic community, and the difficult role of the tutor in helping to make the relationship work. (PRA)

  5. User documentation for the MSK and OMS intelligent tutoring systems

    Science.gov (United States)

    Fink, Pamela K.; Herren, L. Tandy; Lincoln, David T.

    1991-01-01

    This user's guide describes how to use the Intelligent Tutoring Systems for the Manual Select Keyboard (MSK) and the Orbital Maneuvering System (OMS) and how to use the C code that runs the mockup version of the MSK.

  6. Modelado del estudiante en sistemas tutores inteligentes

    Directory of Open Access Journals (Sweden)

    Cataldi, Zulma

    2010-01-01

    Full Text Available En la producción de los STI convergen las distintas epistemológicas que quedan evidenciadas en la práctica docente. Se busca una nueva opción de diseño de STI que sea más versátil centrada en la forma en que los estudiantes mantienen, organizan y adquieren los nuevos conocimientos. Las diferentes formas de pensar de los estudiantes, constituyen los estilos de aprendizaje, a través de los cuales se puede establecer el modo en que estos conocimientos se almacenan, se relacionan y se utilizan con los adquiridos anteriormente. Es necesario caracterizar a los estudiantes además considerando el tipo de inteligencia preponderante en cada uno, ya que permitirá soluciones más individualizadas. Esto conlleva a rediseñar los componentes de cada módulo del sistema tutor.

  7. 75 FR 24373 - Cotton Research and Promotion Program: Designation of Cotton-Producing States

    Science.gov (United States)

    2010-05-05

    ... Federal Regulations is sold by the Superintendent of Documents. #0;Prices of new books are listed in the... Service 7 CFR Part 1205 RIN 0581-AC84 Cotton Research and Promotion Program: Designation of Cotton... Marketing Service (AMS) is amending the Cotton Research and Promotion Order (Cotton Order) following...

  8. Handbook for Producing Educational and Public-Access Programs for Cable Television.

    Science.gov (United States)

    Bretz, Rudolph

    This handbook responds to local cable television broadcasters' need to generate more local programing in order to comply with federal statutes and to capitalize on growing interest in local interests. The text begins with a brief overview of the cable television industry, and there are chapters which cover the following topics: (1) goals of local…

  9. 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.

  10. Sponsoring Institutions with Five or Fewer Residency Programs Produce a Larger Proportion of General Internists and Family Physicians.

    Science.gov (United States)

    Hemeida, Sarah; Klink, Kathleen; Bazemore, Andrew; Petterson, Stephen; Peterson, Lars

    2016-01-01

    Policymakers are increasingly interested in addressing the US primary care physician shortage and achieving measurable accountability for the products of the nation's $15 billion investment in graduate medical education (GME). Using one such measure, we found that sponsoring institutions (SIs) with ≤5 residency programs produce a higher percentage of general internists and family physicians than larger SIs. © Copyright 2016 by the American Board of Family Medicine.

  11. A STRATEGIC PROGRAM TO REDUCE GREENHOUSE GASES EMISSIONS PRODUCED FROM FOOD INDUSTRY

    Energy Technology Data Exchange (ETDEWEB)

    A. Kilic [Faculty of Science, Department of Biology, University of Nigde, Nigde (Turkey); A. Midilli [Faculty of Engineering, Department of Mechanical Engineering, Nigde (Turkey); I. Dincer [Faculty of Engineering and Applied Science, University of Ontario Institute of Technology, Oshawa, ON (Canada)

    2008-09-30

    Greenhouse gases (GHGs) emissions are at every stage of conventional food production (planting, harvesting, irrigation, food production, transportation, and application of pesticides and fertilizers, etc.). In this study, a strategic program is proposed to reduce GHGs emissions resulting during conventional food production. The factors which form the basis of this strategic program are energy, environment and sustainability. The results show that the application of sustainable food processing technologies can significantly reduce GHGs emissions resulting from food industry. Moreover, minimizing the utilization of fossil-fuel energy sources and maximizing the utilization of renewable energy sources results in the reduction of GHGs emissions during food production, which in turn reduces the effect of global warming.

  12. Instrumentation Analysis: An Automated Method for Producing Numeric Abstractions of Heap-Manipulating Programs

    Science.gov (United States)

    2010-11-29

    Arbib and Suad Alagic. Proof rules for gotos. Acta Informatica , pages 139–148, 1979. 6.3 T. Ball, R. Majumdar, T. Millstein, and S. Rajamani...Press, January 1999. ISBN 0262032708. 3, 3.1, 3.3 323 B Bibliography M. Clint and C.A.R. Hoare. Program proving: Jumps and functions. Acta Informatica ...Goto statements: Semantics and deduction systems. Acta Informatica , pages 385–424, 1981. 6.3 324 B Bibliography Alain Deutsch. Interprocedural may

  13. Education resources in remote Australian Indigenous community dog health programs: a comparison of community and extra-community-produced resources.

    Science.gov (United States)

    Constable, Sophie Elizabeth; Dixon, Roselyn May; Dixon, Robert John

    2013-09-01

    Commercial dog health programs in Australian Indigenous communities are a relatively recent occurrence. Health promotion for these programs is an even more recent development, and lacks data on effective practices. This paper analyses 38 resources created by veterinary-community partnerships in Indigenous communities, to 71 resources available through local veterinary service providers. On average, community-produced resources used significantly more of the resource area as image, more imagery as communicative rather than decorative images, larger fonts and smaller segments of text and used images of people with a range of skin tones. As well as informal registers of Standard Australian English, community-produced resources used Aboriginal English and/or Creole languages in their text, while extra-community (EC)-produced resources did not. The text of EC resources had Flesh-Kincaid reading grade levels that excluded a large proportion of community recipients. Also, they did not cover some topics of importance in communities, used academic, formal and technical language, and did not depict people of a representative range of skin tones. As such, community-produced resources were more relevant to the unique situations in remote communities, while EC resources were often inappropriate and in some cases could even distance recipients by using inappropriate language, formats and imagery.

  14. Chemical milling of Zircaloy tubing to produce integral OD spiral finned tubes (AWBA development program)

    Energy Technology Data Exchange (ETDEWEB)

    Horwood, W.A.

    1982-02-01

    A detailed process description is provided for producing integral spiral fins on the outside surface of Zircaloy nuclear fuel cladding tubes by masking with pressure sensitive tape strips and then chemical milling (pickling) the tube wall between the tape strips to leave the fins in relief. Fins up to 0.020 inch high by 0.05 to 0.12 inch wide were consistently produced on tubes having wall thickness of 0.008 inch or greater after fin pickling. Wall thickness uniformity was excellent. Information is provided on tube surface preparation to maximize tape mask adhesion time during pickling, acid chemistry control to prevent local tube wall thinning near the fin, and pickling techniques to promote uniform material removal. Simple fixture designs are described for quickly and conveniently applying the tape strips to the tube wall in an accurate spiral. 13 figures, 4 tables.

  15. Fundamentos de un programa de tutoría entre iguales en los estudios universitarios de las artes

    Directory of Open Access Journals (Sweden)

    José Luis Menéndez Varela

    2011-11-01

    Full Text Available En este artículo, se presenta el programa de tutoría entre iguales implantado por el Observatorio sobre laDidáctica de las Artes (ODAS, Universidad de Barcelona en la Facultad de Bellas Artes durante el cursoacadémico 2010-2011. Sin embargo, en la exposición de su finalidad, objetivos y proceso de implantación, seha buscado que la descripción y comentario de las particularidades de esta experiencia incorporara tambiénuna reflexión más general sobre algunos de los puntos clave de la tutoría entre iguales. En el plano teórico, ya partir de las ideas de Lave y Wenger, el artículo defiende la importancia de la teoría entre iguales en laconstrucción de la identidad del estudiante como uno de los ejes de la mejora de sus aprendizajes y de suparticipación en la institución educativa.This article presents the peer tutoring program implemented by the Observatory for Education in the Arts(ODAS, University of Barcelona in the Faculty of Fine Arts during the 2010-2011 academic year. However, inthe explanation of its purpose, objectives and implementation process, it was sought that the description andcommentary on the specific features of this experience were accompanied by a more general reflection onsome of the key points of peer tutoring. At the theoretical level, and from the ideas of Lave and Wenger, thearticle argues the importance of peer tutoring in building the student’s identity as one of the pillars of improvingits learning and its involvement in the educational institution.

  16. The student tutor experience in a problem-based learning course: A case study

    Science.gov (United States)

    Moore, Tricia Susan

    This case study, conducted from an interpretive paradigm, illuminates contextual factors related to the tutor experience when senior undergraduate dental hygiene students served as tutors for beginning undergraduate dental hygiene students, or sophomores, in a 1-semester, 2-hour long problem-based learning (PBL) course in a Baccalaureate Dental Hygiene (BDH) curriculum during the spring semester of 2008. Data were collected using various sources and methods. Six tutors and three administrators were interviewed, tutees completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor behaviors varied with respect to the nature of intervention (e.g., telling, asking, clarifying, acknowledging), emphasis (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort and growth, persistence and lenience, and compliance, resistance, and innovation. Differences in tutor understanding and perception of their role and the purpose of PBL influenced the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors such as the nature of problems, allotted time, and tutorial group characteristics. The influence of these factors can be understood by applying Fishbein's integrated model of behavior prediction (Fishbein, 2008). Tutor training included experiencing the PBL student role, attending class, and sharing experiences with other tutors in weekly seminar sessions facilitated by a tutor supervisor. Tutor's gained confidence, knowledge, skills, and friendship. They also had the opportunity to see things from a new perspective, that of a teacher encouraging self-direction rather than a student depending on others for direction

  17. Using Learning Analytics to Understand the Design of an Intelligent Language Tutor – Chatbot Lucy

    Directory of Open Access Journals (Sweden)

    Yi Fei Wang

    2013-12-01

    Full Text Available the goal of this article is to explore how learning analytics can be used to predict and advise the design of an intelligent language tutor, chatbot Lucy. With its focus on using student-produced data to understand the design of Lucy to assist English language learning, this research can be a valuable component for language-learning designers to improve second language acquisition. In this article, we present students’ learning journey and data trails, the chatting log architecture and resultant applications to the design of language learning systems.

  18. Programmed cell death in barley aleurone cells is not directly stimulated by reactive oxygen species produced in response to gibberellin.

    Science.gov (United States)

    Aoki, Nozomi; Ishibashi, Yushi; Kai, Kyohei; Tomokiyo, Reisa; Yuasa, Takashi; Iwaya-Inoue, Mari

    2014-05-01

    The cereal aleurone layer is a secretory tissue that produces enzymes to hydrolyze the starchy endosperm during germination. We recently demonstrated that reactive oxygen species (ROS), produced in response to gibberellins (GA), promoted GAMyb expression, which induces α-amylase expression in barley aleurone cells. On the other hand, ROS levels increase during programmed cell death (PCD) in barley aleurone cells, and GAMyb is involved in PCD of these cells. In this study, we investigated whether the ROS produced in response to GA regulate PCD directly by using mutants of Slender1 (SLN1), a DELLA protein that negatively regulates GA signaling. The wild-type, the sln1c mutant (which exhibits gibberellin-type signaling even in the absence of GA), and the Sln1d mutant (which is gibberellin-insensitive with respect to α-amylase production) all produced ROS in response to GA, suggesting that ROS production in aleurone cells in response to GA is independent of GA signaling through this DELLA protein. Exogenous GA promoted PCD in the wild-type. PCD in sln1c was induced even without exogenous GA (and so without induction of ROS), whereas PCD in Sln1d was not induced in the presence of exogenous GA, even though the ROS content increased significantly in response to GA. These results suggest that PCD in barley aleurone cells is not directly stimulated by ROS produced in response to GA but is regulated by GA signaling through DELLA protein.

  19. [Nursing doctoral theses produced on graduate programs between 1983-2001].

    Science.gov (United States)

    Erdmann, Alacoque Lorenzini; Silva, Isília Aparecida; Rodrigues, Rosalina Aparecida Partezani; Fernandes, Josicélia Dumêt; Vianna, Lucila Amaral Carneiro; Lopes, Marta Júlia Marques; Santos, Rosangela da Silva; de Araújo, Thelma Leite

    2005-12-01

    This study describes the relationship between nursing doctoral dissertations and research lines defined by the Brazilian Nursing field in three areas: professional, care and organizational. It isa descriptive-exploratory research, based on reports of Graduate Programs evaluated by CAPES and on The Informative Guide of Nursing Research and Researchers CEPEn/ ABEn, from 1983 to 2001, totalling 448 abstracts. The care field includes the greatest production, followed by the organizational and professional areas. The studies disclose tendency towards the qualitative approach revealing possibilities for a more profound knowledge about reality or a more through understanding of social phenomena related to nursing practice. On the other hand, studies on interventions in professional practice and technological development are still under construction.

  20. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  1. Role modelling of clinical tutors: a focus group study among medical students.

    Science.gov (United States)

    Burgess, Annette; Goulston, Kerry; Oates, Kim

    2015-02-14

    Role modelling by clinicians assists in development of medical students' professional competencies, values and attitudes. Three core characteristics of a positive role model include 1) clinical attributes, 2) teaching skills, and 3) personal qualities. This study was designed to explore medical students' perceptions of their bedside clinical tutors as role models during the first year of a medical program. The study was conducted with one cohort (n = 301) of students who had completed Year 1 of the Sydney Medical Program in 2013. A total of nine focus groups (n = 59) were conducted with medical students following completion of Year 1. Data were transcribed verbatim. Thematic analysis was used to code and categorise data into themes. Students identified both positive and negative characteristics and behaviour displayed by their clinical tutors. Characteristics and behaviour that students would like to emulate as medical practitioners in the future included: 1) Clinical attributes: a good knowledge base; articulate history taking skills; the ability to explain and demonstrate skills at the appropriate level for students; and empathy, respect and genuine compassion for patients. 2) Teaching skills: development of a rapport with students; provision of time towards the growth of students academically and professionally; provision of a positive learning environment; an understanding of the student curriculum and assessment requirements; immediate and useful feedback; and provision of patient interaction. 3) Personal qualities: respectful interprofessional staff interactions; preparedness for tutorials; demonstration of a passion for teaching; and demonstration of a passion for their career choice. Excellence in role modelling entails demonstration of excellent clinical care, teaching skills and personal characteristics. Our findings reinforce the important function of clinical bedside tutors as role models, which has implications for faculty development and

  2. A Computer-Aided Instruction Program for Teaching the TOPS20-MM Facility on the DDN (Defense Data Network)

    Science.gov (United States)

    1988-06-01

    provide learning-by-doing, which means a student aquires knowledge by solving real-world problems [Ref. 21. To tutor well, a system has to specify...apply artificial intelligence (AI) techniques. AI research such as natural- language understanding, knowledge representation, and inferencing, have been...programming language by providing a programming environment and online help facility. It has a tutoring module called Soft Tutor that examines the

  3. Role of Blimp-1 in programing Th effector cells into IL-10 producers.

    Science.gov (United States)

    Neumann, Christian; Heinrich, Frederik; Neumann, Katrin; Junghans, Victoria; Mashreghi, Mir-Farzin; Ahlers, Jonas; Janke, Marko; Rudolph, Christine; Mockel-Tenbrinck, Nadine; Kühl, Anja A; Heimesaat, Markus M; Esser, Charlotte; Im, Sin-Hyeog; Radbruch, Andreas; Rutz, Sascha; Scheffold, Alexander

    2014-08-25

    Secretion of the immunosuppressive cytokine interleukin (IL) 10 by effector T cells is an essential mechanism of self-limitation during infection. However, the transcriptional regulation of IL-10 expression in proinflammatory T helper (Th) 1 cells is insufficiently understood. We report a crucial role for the transcriptional regulator Blimp-1, induced by IL-12 in a STAT4-dependent manner, in controlling IL-10 expression in Th1 cells. Blimp-1 deficiency led to excessive inflammation during Toxoplasma gondii infection with increased mortality. IL-10 production from Th1 cells was strictly dependent on Blimp-1 but was further enhanced by the synergistic function of c-Maf, a transcriptional regulator of IL-10 induced by multiple factors, such as the Notch pathway. We found Blimp-1 expression, which was also broadly induced by IL-27 in effector T cells, to be antagonized by transforming growth factor (TGF) β. While effectively blocking IL-10 production from Th1 cells, TGF-β shifted IL-10 regulation from a Blimp-1-dependent to a Blimp-1-independent pathway in IL-27-induced Tr1 (T regulatory 1) cells. Our findings further illustrate how IL-10 regulation in Th cells relies on several transcriptional programs that integrate various signals from the environment to fine-tune expression of this critical immunosuppressive cytokine. © 2014 Neumann et al.

  4. Attitudes towards the Canadian quality milk program and use of good production practices among Canadian dairy producers.

    Science.gov (United States)

    Young, I; Rajić, A; Hendrick, S; Parker, S; Sanchez, J; McClure, J T; McEwen, S A

    2010-04-01

    To harmonize good production practices (GPP) for dairy producers in Canada, the Canadian dairy industry has developed and is implementing a program called Canadian Quality Milk (CQM). A postal questionnaire was administered to all Canadian dairy producers enrolled in dairy herd-improvement organizations in 2008 (n=10,474) to investigate their attitudes towards the program and to establish baseline information on their use of GPP. The response percentage was 20.9% (2185/10,474). Two-thirds of producers (67.6%) reported participation in CQM and 61.4% of these indicated that the requirements were easy to implement. Most producers (85.0%) reported the use of cats as a pest-control method in their barns. For dead-livestock disposal, 65.0% and 38.0% indicated use of a collection service and burial, respectively. Nearly 40.0% of respondents indicated that they purchase replacement cattle, and somatic cell-count score was the main health indicator considered before purchase. Over 70% of producers reported that they clean and disinfect maternity, calf and weaned-calf pens, while only 34.1% and 53.1% reported that they provide visitors and employees, respectively, with clean clothes and boots. Through latent-class analysis, five groups (classes) of producers with distinctive patterns of reported use of GPP were identified. These were labelled as "minimal", "sanitation-only", "employee-visitor hygiene", "typical" and "ideal" user groups, with 11.1%, 23.8%, 20.2%, 37.1% and 7.7% of respondents, respectively. Respondents in the "ideal users" group had a higher probability of reporting the use of each GPP and were more likely to have completed an educational course in food safety compared to respondents in each other group. They were also more likely to have a herd size in the uppermost quartile (>65 cows) and report participation in CQM compared to each other group except the "employee-visitor hygiene users". The greatest differences were observed when compared to the "minimal

  5. Hydropyrolysis of biomass to produce liquid hydrocarbon fuels. Final report. Biomass Alternative-Fuels Program

    Energy Technology Data Exchange (ETDEWEB)

    Fujita, R K; Bodle, W W; Yuen, P C

    1982-10-01

    The ojective of the study is to provide a process design and cost estimates for a biomass hydropyrolysis plant and to establish its economic viability for commercial applications. A plant site, size, product slate, and the most probable feedstock or combination of feedstocks were determined. A base case design was made by adapting IGT's HYFLEX process to Hawaiian biomass feedstocks. The HYFLEX process was developed by IGT to produce liquid and/or gaseous fuels from carbonaceous materials. The essence of the process is the simultaneous extraction of valuable oil and gaseous products from cellulosic biomass feedstocks without forming a heavy hard-to-handle tar. By controlling rection time and temperature, the product slate can be varied according to feedstock and market demand. An optimum design and a final assessment of the applicability of the HYFLEX process to the conversion of Hawaiian biomass was made. In order to determine what feedstocks could be available in Hawaii to meet the demands of the proposed hydropyrolysis plant, various biomass sources were studied. These included sugarcane and pineapple wastes, indigenous and cultivated trees and indigenous and cultivated shrubs and grasses.

  6. SHOW. A program for the integrated analysis of the data produced in a nuclear fusion experimental device

    Energy Technology Data Exchange (ETDEWEB)

    Bracco, G.; Tudisco, O. [ENEA, Centro Ricerche Casaccia, Rome (Italy). Dipt. Energia

    1998-03-01

    The report describes the program SHOW, an application devoted to the integrated analysis of the data produced in nuclear fusion experimental devices. The program is currently used for the analysis of the FTU data and a version is also available at JET. The code is written in FORTRAN 77, runs on IBM mainframes under MVS operating system and makes use of the GDDM graphical package. The program, that operates both in batch and interactive modes, permits to perform a graphical analysis of the data collected in the experimental databases. The report contains as appendixes the detailed description of all the program options together with a short illustration of the FTU databases. [Italiano] Il rapporto descrive il programma SHOW. Si tratta di una applicazione che permette l`analisi integrata dei dati prodotti da apparati sperimentali dedicati allo studio della fusione nucleare controllata. Il programma e` utilizzato per l`analisi dei dati di FTU (Frascati Tokamak Upgrade) e una versione e` disponibile anche al JET (Joint European Torus). Il codice e` scritto in FORTRAN 77 per mainframes IBM con sistema operativo MVS ed utilizza il pacchetto grafico GDDM. Il programma puo` funzionare sia in modo batch che in modo interattivo e permette di compiere l`elaborazione grafica dei dati raccolti nelle basi di dati sperimentali. Il rapporto contiene come appendici la descrizione dettagliata di tutte le opzioni del programma e una breve illustrazione delle basi di dati disponibili per FTU.

  7. Reporting the Effects of Interventions to the Tutor with Meta-Indicators

    Science.gov (United States)

    Després, Christophe; Jacoboni, Pierre; Py, Dominique; Lekira, Aina

    2016-01-01

    In this paper, we study how to support a human tutor who regulates learners' activities, in a situation of mediated tutoring. Our goal is to provide the tutor with information about the effect of his/her interventions. To achieve this, we adopt an indicator-based approach and define the notion of meta-indicator. The distinguishing feature of…

  8. 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…

  9. To What Extent Do Tutor-Related Behaviours Influence Student Learning in PBL?

    Science.gov (United States)

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

    2015-01-01

    The purpose of this study was to investigate how tutor behaviours influence learning in problem-based learning (PBL). A previous study had indicated a significant influence of the tutor's social congruent behaviour on the PBL process and this study further investigates this finding by examining two groups of tutors displaying differences in…

  10. An Interview Reflection on "Intelligent Tutoring Goes to School in the Big City"

    Science.gov (United States)

    Koedinger, Kenneth R.; Aleven, Vincent

    2016-01-01

    Our 1997 article in "IJAIED" reported on a study that showed that a new algebra curriculum with an embedded intelligent tutoring system (the Algebra Cognitive Tutor) dramatically enhanced high-school students' learning. The main motivation for the study was to demonstrate that intelligent tutors that have cognitive science research…

  11. Measuring the Moral Reasoning Competencies of Service-Learning e-Tutors

    Science.gov (United States)

    Chien, Chih-Feng; Liao, Ching-Jung; Walters, Brent G.; Lee, Ching-Yieh

    2016-01-01

    As education has turned towards technology to provide academic support, the incidence of e-tutoring has grown due to decreasing educational budgets and as a potential remedy for the generational digital divide. However, many service-learning e-tutoring studies have focused on tutees' academic achievement and tutors' cognitive development rather…

  12. Reexamining the Literature: The Impact of Peer Tutoring on Higher Order Learning

    Science.gov (United States)

    Morano, Stephanie; Riccomini, Paul J.

    2017-01-01

    The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that…

  13. 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

  14. Design, Implementation, and Evaluation of a Tutor Training for Problem Based Learning in Undergraduate Psychology Courses

    Science.gov (United States)

    Mühlfelder, Manfred; Konermann, Tobias; Borchard, Linda-Marie

    2015-01-01

    In this paper we describe a "Train the Tutor" programme (TtT) for developing the metacognitive skills, facilitator skills, and tutor skills of students in a problem based learning (PBL) context. The purpose of the programme was to train 2nd and 3rd year undergraduate students in psychology to become effective PBL tutors for…

  15. 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…

  16. Analyzing Log Files to Predict Students' Problem Solving Performance in a Computer-Based Physics Tutor

    Science.gov (United States)

    Lee, Young-Jin

    2015-01-01

    This study investigates whether information saved in the log files of a computer-based tutor can be used to predict the problem solving performance of students. The log files of a computer-based physics tutoring environment called Andes Physics Tutor was analyzed to build a logistic regression model that predicted success and failure of students'…

  17. 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.…

  18. Modeling and Evaluating Tutors' Function Using Data Mining and Fuzzy Logic Techniques

    Science.gov (United States)

    Bendjebar, Safia; Lafifi, Yacine; Seridi, Hamid

    2016-01-01

    In e-learning systems, the tutors play many roles and carry out several tasks that differ from one system to another. The activity of tutoring is influenced by many factors. One factor among them is the assignment of the appropriate profile to the tutor. For this reason, the authors propose a new approach for modeling and evaluating the function…

  19. 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…

  20. Modeling and Evaluating Tutors' Function Using Data Mining and Fuzzy Logic Techniques

    Science.gov (United States)

    Bendjebar, Safia; Lafifi, Yacine; Seridi, Hamid

    2016-01-01

    In e-learning systems, the tutors play many roles and carry out several tasks that differ from one system to another. The activity of tutoring is influenced by many factors. One factor among them is the assignment of the appropriate profile to the tutor. For this reason, the authors propose a new approach for modeling and evaluating the function…

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

    Science.gov (United States)

    2014-12-01

    SCHOLAR, developed in 1970 in the form of an education tutor ( Carbonell 1970). This was a very basic form of intelligent tutoring; many have been...group instruction as effective as one- to-one tutoring. Educational Researcher. 1984;13(6):4–16. Carbonell . AI in CAI: an artificial intelligence

  2. Managing Time: A Study among Arab Open University Tutors in Kuwait Branch

    Science.gov (United States)

    Sharif, Abdin M.; Ismail, Omer H.

    2010-01-01

    The purpose of this paper was to investigate how tutors at the Arab Open University (AOU) in Kuwait Branch manage their time given workloads they are assigned. Group interviews were conducted with a sample that was selected from AOU tutors in Kuwait branch. The findings showed that tutors do not ask for more time or cut down workloads; instead,…

  3. 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...

  4. Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews

    Science.gov (United States)

    De Smet, Marijke; Van Keer, Hilde; De Wever, Bram; Valcke, Martin

    2010-01-01

    The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor behavior in the online discussions and to make tutors' concerns explicit. A grounded theory approach…

  5. Coca-Cola Valued Youth Program. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2009

    2009-01-01

    The Coca-Cola Valued Youth Program offers secondary school students who are considered at risk of dropping out the opportunity to serve as tutors in elementary schools. By having these at-risk students serve as tutors, the program aims to improve their basic academic skills and self-esteem, with the goal of keeping them enrolled in school. The…

  6. ¿Planifican los tutores la formación de sus residentes?: Investigación realizada en la especialidad de Medicina Familiar y Comunitaria Do tutors plan the formation of their residents?: A study realized in the specialty of Familiar and Community Medicine

    Directory of Open Access Journals (Sweden)

    Eduardo Romero-Sánchez

    2012-06-01

    Full Text Available Introducción. ¿Planifican los tutores la formación de sus residentes? Si es así, ¿cómo lo hacen?, ¿existen diferencias entre lo explicitado en los programas formativos de las distintas especialidades y lo que ocurre realmente en la práctica diaria?, ¿están formados los tutores para planificar su docencia desde el punto de vista pedagógico? Sujetos y métodos. Para dar respuesta a estos interrogantes se ha llevado a cabo un estudio exploratorio de corte descriptivo. En él se ha diseñado, validado y presentado un cuestionario que recoge la opinión contrastada tanto de tutores como de sus respectivos residentes. La población la componen el total de los médicos residentes R1 (promoción 2006-2010; n = 57 y R3 (promoción 2004-2007; n = 58 de Medicina Familiar y Comunitaria de la Región de Murcia, y el total de la población de sus respectivos tutores: tutores de R1 (n = 57 y tutores de R3 (n = 58. Han participado 26 centros de salud que gestionan las tres unidades docentes de la región. Los datos se han analizado mediante el programa SPSS v. 14.0. Resultados y conclusiones. Aunque en la actividad docente de los tutores está muy presente la espontaneidad y la improvisación, existen importantes elementos de programación que hay que saber extraer e identificar porque son propios de un contexto práctico de formación. Se reconoce una mayor satisfacción de los implicados cuando el proceso formativo está más planificado.Introduction. Do tutors plan the formation of their residents?; and if so, how do they do it?, are there any differences between the content of the training programs of the different specialties and what actually happens in daily practice?, are they trained to plain their teaching from a pedagogical point of view? Subjects and methods. To answer these questions we have developed an exploratory study-descriptive. It has been designed, validated and passed a questionnaire that reflects the views contrasted of tutors

  7. 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.

  8. Managerial perceptions of mentor, lecturer practitioner and link tutor roles.

    Science.gov (United States)

    Carnwell, Ros; Baker, Sally-Ann; Bellis, Mike; Murray, Ruth

    2007-11-01

    Educating pre-registration nurses in clinical practice is a global issue. Within different countries problems exist in educating and supervising students in clinical practice and various models of clinical education are employed. In Wales, United Kingdom, this responsibility is divided between mentors, lecturer practitioners and link tutors. This paper reports on the third phase of a three-phase study in Wales to explore differences between mentors, lecturer practitioners and link tutors, and how they work together to assist students to integrate theory and practice. Four focus group interviews of National Health Service managers and Higher Education managers (n=22) were conducted. Qualitative content analysis revealed four themes: role characteristics and competencies, role differences, role conflict, and future options. The findings suggest a theory-practice continuum along which mentors, lecturer practitioners and link tutors occupy different positions. The article explores these different positions and offers suggestions for future role development.

  9. Enhancing Astronomy Education Through Cross-Age Student Tutoring

    Science.gov (United States)

    Grundstrom, Erika; Taylor, R. S.

    2009-01-01

    Vast distances, such as those that pervade astronomy, are difficult concepts to grasp. We are all a part of the Earth-Moon system, however most people do not comprehend the sizes and distances involved. In a pilot study, the authors found that an intervention using both discussion and kinesthetic modeling resulted in students of all ages (children up through adults) acquiring a more accurate mental representation of the Earth-Moon system. We have extended this research and are currently conducting a new study in which undergraduate students serve as "tutors" in a public observatory setting. One of our conjectures is that tutors' mental representations of the Earth-Moon system will be enhanced through their active participation in the cross-age peer tutoring activity. This work is supported in part by grants from the Center for the Integration of Research, Teaching, and Learning (CIRTL), the Vanderbilt University Learning Sciences Institute, and NSF Career grant AST-0349075.

  10. Motivational and metacognitive feedback in SQL-Tutor*

    Science.gov (United States)

    Hull, Alison; du Boulay, Benedict

    2015-04-01

    Motivation and metacognition are strongly intertwined, with learners high in self-efficacy more likely to use a variety of self-regulatory learning strategies, as well as to persist longer on challenging tasks. The aim of the research was to improve the learner's focus on the process and experience of problem-solving while using an Intelligent Tutoring System (ITS) and including motivational and metacognitive feedback based on the learner's past states and experiences. An existing ITS, SQL-Tutor, was used with first-year undergraduates studying a database module. The study used two versions of SQL-Tutor: the Control group used a base version providing domain feedback and the Study group used an extended version that also provided motivational and metacognitive feedback. This paper summarises the pre- and post-process results. Comparisons between groups showed some differing trends both in learning outcomes and behaviour in favour of the Study group.

  11. Pengembangan Instrumen Analisis Kompetensi Tutor Pendidikan Anak Usia Dini (PAUD

    Directory of Open Access Journals (Sweden)

    Agus Tiyono Teguh Maryanto

    2005-12-01

    Full Text Available Penelitian ini bertujuan: (1 mengidentifikasi standar kompetensi dan indikator yang dapat dijadikan tolok ukur untuk menyusun standar kompetensi tutor PAUD, dan (2 mengembangkan instrumen untuk uji kompetensi tutor PAUD yang tepat dan handal berdasarkan indikator kompetensi yang telah tersusun. Penelitian ini merupakan penelitian pengembangan yang terdiri dari dua tahap yaitu tahap, pengembangan standar kompetensi dan pengembangan instrumen uji kompetensi tutor PAUD. Teknik pengumpulan data yang digunakan adalah focus group discussion ( FGD dan teknik Delphi 2 x putaran. Subjek uji coba adalah 110 orang tutor yang mengikuti Pelatihan Tenaga Pendidik PAUD Tingkat Provinsi Jawa Tengah Tahun 2004. Subjek uji coba instrumen pertama sebanyak 20 orang dari Kabupaten Magelang, dan subjek uji coba instrumen kedua sebanyak 32 orang dari Salatiga, Kota Magelang, dan Kabupaten Magelang. Temuan penelitian ada dua. (1 standar kompetensi tutor PAUD terdiri atas 4 dimensi dan 50 indikator, meliputi dimensi personal, dimensi sosial, dimensi profesional, dan dimensi akademik; (2 instrumen untuk menguji kompetensi yang berupa inventori tes dengan indeks validitas berupa angka muatan faktor terendah di atas 0,300 (kriteria yang telah ditetapkan. Koefisien reliabilitas tiap faktor pada uji coba pertama adalah . 0,879 dan tertinggi 0,984, sedangkan koefisien reliabilitas tiap faktor pada uji coba kedua terendah 0,889 dan tertinggi 0,995, telah melebihi syarat minimal untuk pengukuran kelompok yaitu 0,65. Koefisien reliabilitas tes uraian ditentukan dengan reliabilitas antar-rater dengan teknik ANAVA, dan diperoleh koefisien reliabilitas dari 3 orang penilai yaitu 0,957, sedangkan estimasi untuk seorang penilai adalah 0,881. Kata kunci: pengembangan instrumen, anahsis kompetensi, tutor paud

  12. Sistema inteligente para evaluación de programas tutores

    Directory of Open Access Journals (Sweden)

    Luz Daicy Alvarado

    2011-02-01

    Full Text Available The evaluating system we show in this paper is part of a project that ties to develop a computer asisted teaching system based on inteligent tutoring. We pretends this mechanism based in automatic learning tools. have the capacity for capturing a image that reflect the subject comprehension degree by the student and identify the aspects where the student have problems. With this information the tutor will be feedbacking so he can to take a decission about the educational strategy to follow.

  13. DBCreate: A SUPCRT92-based program for producing EQ3/6, TOUGHREACT, and GWB thermodynamic databases at user-defined T and P

    Science.gov (United States)

    Kong, Xiang-Zhao; Tutolo, Benjamin M.; Saar, Martin O.

    2013-02-01

    SUPCRT92 is a widely used software package for calculating the standard thermodynamic properties of minerals, gases, aqueous species, and reactions. However, it is labor-intensive and error-prone to use it directly to produce databases for geochemical modeling programs such as EQ3/6, the Geochemist's Workbench, and TOUGHREACT. DBCreate is a SUPCRT92-based software program written in FORTRAN90/95 and was developed in order to produce the required databases for these programs in a rapid and convenient way. This paper describes the overall structure of the program and provides detailed usage instructions.

  14. To what extent do tutor-related behaviours influence student learning in PBL?

    Science.gov (United States)

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

    2015-03-01

    The purpose of this study was to investigate how tutor behaviours influence learning in problem-based learning (PBL). A previous study had indicated a significant influence of the tutor's social congruent behaviour on the PBL process and this study further investigates this finding by examining two groups of tutors displaying differences in social congruence. The participants were 77 students under the tutelage of four tutors and a self-report questionnaire ranked two tutors to be more socially congruent as compared to the other two. Student learning was measured by a concept recall test and the results from the analysis of covariance indicated a significant impact of the tutor's social congruent behaviour on learning after the problem analysis phase but not on the self-directed learning and reporting phases. It was concluded that the academic abilities of students and the small number of tutors involved may have affected the results, which led to the second part of this study. A group of 11 tutors were selected and the impact of their behaviours on student achievement measured by the module grade was examined. Results indicated that the tutor behaviours had a greater influence on average students as compared to the academically stronger and weaker students. This finding suggests that students who are academically stronger are not as reliant on the tutor while average students may depend more on the tutor to guide and motivate them in order to achieve the learning goals.

  15. The Cognitive Transfer and the Tutor's Role in a CBL Environment

    Directory of Open Access Journals (Sweden)

    Athanasis KAROULIS

    2003-10-01

    Full Text Available In this paper we report on a longitudinal study of a Leonardo da Vinci program regarding the application of a Computer Based Learning environment in three EU countries, Greece, Germany, and Holland. The `` Orestis''CD-ROM was a multimedia CBL environment aimed at teaching young offenders the basic and advanced skills for the use and maintenance of a photo-copy shop. The complete project consisted of three phases: construction of the CD-ROM, application of the instructional methodology in the participating countries and evaluation of the outcome. In this paper we firstly clarify the notion of CBL environments, in comparison to multimedia and distance learning ones, and then we provide some theoretical background on these environments. The main research question we tried to answer was whether the application of the environment under real circumstances could perform adequately without the presence of a domain expert as a ``teacher'', but rely on a ``tutor'' who had five main tasks to perform during the instructional phase, as described in the paper. In order to answer this question, we designed and constructed the aforementioned integrated CBL environment and, in addition to this, an instructional methodology in order to apply it effectivelly in the participating countries. The application of the environment by the partners showed our hypothesis about the tutor to be correct, moreover we elicited results about the different user groups that worked with the environment and their performance under different circumstances. We studied also the combination of CBL training and real practice in real environments, among some other issues concerning the application of CBL environments in general, and we provide some statistical facts as observed and reported during the two pilot studies and the five applications of the environment in the three participating European countries. We conclude by arguing that the tutor, as described in this paper, performs more

  16. Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

    Science.gov (United States)

    Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

    Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

  17. The relationship between viewing US-produced television programs and intentions to drink alcohol among a group of Norwegian adolescents.

    Science.gov (United States)

    Thomsen, Steven R; Rekve, Dag

    2006-02-01

    The aim of this study was to examine the influence of exposure to US-produced television programs and family rules prohibiting alcohol use on the development of normative beliefs, expectancies, and intentions to drink alcohol in the next 12 months among a group of Norwegian adolescents who reported that they had not previously consumed alcohol. Data were collected via a survey administered to 622 eighth and ninth graders enrolled at ten junior highs in southeastern Norway. To examine these relationships we tested the fit of a structural equation model which was based on the Theory of Planned Behavior (Ajzen, 1988). Data from the non-drinkers (n= 392, 63% of the respondents) were used. To control for the influence of peer drinking on behavioral intentions, our model was tested under two group conditions: (1) those subjects reporting that they have no friends who drink alcohol and (2) those subjects reporting that they have one or more friends who drink. The findings indicate that the influence of TV exposure was a significant predictor (directly) of normative beliefs, expectancies (indirectly) and intentions to drink (both directly and indirectly) only for those subjects who reported having no friends who drink. For the group with non-drinking friends, family rules constrain intentions only indirectly by influencing normative beliefs. For those with friends who drink, however, family rules have a direct (inverse) effect on intentions. It is concluded that exposure to US-produced television programs functions as a limited knowledge source only for those subjects who had little or no personal experience with alcohol while the presence of family rules have limited impact on behavioral intentions.

  18. The Franchising of Private Tutoring: A View from Canada

    Science.gov (United States)

    Davies, Scott; Aurini, Janice

    2006-01-01

    Private tutoring is a growing industry that is being transformed by an evolution from "shadow education" provision into "learning center" franchises. Traditional shadow educators closely follow the school curriculum, offering short-term homework help and test preparation. Learning centers develop their own curricular and…

  19. Towards a Collaborative Intelligent Tutoring System Classification Scheme

    Science.gov (United States)

    Harsley, Rachel

    2014-01-01

    This paper presents a novel classification scheme for Collaborative Intelligent Tutoring Systems (CITS), an emergent research field. The three emergent classifications of CITS are unstructured, semi-structured, and fully structured. While all three types of CITS offer opportunities to improve student learning gains, the full extent to which these…

  20. Emotion Elicitation in a Socially Intelligent Service: The Typing Tutor

    Directory of Open Access Journals (Sweden)

    Andrej Košir

    2017-03-01

    Full Text Available This paper presents an experimental study on modeling machine emotion elicitation in a socially intelligent service, the typing tutor. The aim of the study is to evaluate the extent to which the machine emotion elicitation can influence the affective state (valence and arousal of the learner during a tutoring session. The tutor provides continuous real-time emotion elicitation via graphically rendered emoticons, as an emotional feedback to learner’s performance. Good performance is rewarded by the positive emoticon, based on the notion of positive reinforcement. Facial emotion recognition software is used to analyze the affective state of the learner for later evaluation. Experimental results show the correlation between the positive emoticon and the learner’s affective state is significant for all 13 (100% test participants on the arousal dimension and for 9 (69% test participants on both affective dimensions. The results also confirm our hypothesis and show that the machine emotion elicitation is significant for 11 (85% of 13 test participants. We conclude that the machine emotion elicitation with simple graphical emoticons has a promising potential for the future development of the tutor.

  1. Crossing Campuses: Level 3 Tutor Visits and Vocational Progression

    Science.gov (United States)

    Thomas, Kate; Waring, Ruth

    2012-01-01

    This article focuses on a Western Vocational Lifelong Learning Network (WVLLN) initiative aimed at supporting Level 3 vocational tutors in further education (FE) who have moved into a teaching career via professional experience rather than through higher education (HE), but who play a significant role in advising young people about progression to…

  2. Effectiveness of Cognitive Tutor Algebra I at Scale

    Science.gov (United States)

    Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita

    2014-01-01

    This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to adopt Cognitive Tutor Algebra I (CTAI), which…

  3. Information Environment of Tutors in Public Secondary Schools in ...

    African Journals Online (AJOL)

    online environment shapes their information seeking behavior and was main avenue through ... The society exists with various classes and groups of individuals such as farmers, tutors, civil ... organization they work for, by the nature of their work or profession, by age sex or other social .... Buying newspapers / magazines.

  4. 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…

  5. Collaboration and peer tutoring in chemistry laboratory education

    NARCIS (Netherlands)

    Ding, N.; Harskamp, E.G.

    2011-01-01

    The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized p

  6. 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.

  7. Tutoring the Elderly on the Use of Recommending Systems

    Science.gov (United States)

    Savvopoulos, Anastasios; Virvou, Maria

    2010-01-01

    Purpose: The elderly are often unfamiliar with computer technology and can encounter great difficulties. Moreover, the terms used in such systems may prove to be a challenge for these users. The aim of this research is to tutor the elderly on using an adaptive e-shop system in order to buy products easily. Design/methodology/approach: In view of…

  8. Tutored Videotape-Instruction in Clinical Decision-Making.

    Science.gov (United States)

    Sox, Harold C.; And Others

    1984-01-01

    A comparison of traditional medical lecturing with a technique using a videotaped lecture that can be interrupted by a tutor for discussion or questions showed similar academic achievement rates but higher student ratings for the videotape method. The technique is recommended for specialized topics or areas in which the supply of expert lecturers…

  9. Tutoring the Elderly on the Use of Recommending Systems

    Science.gov (United States)

    Savvopoulos, Anastasios; Virvou, Maria

    2010-01-01

    Purpose: The elderly are often unfamiliar with computer technology and can encounter great difficulties. Moreover, the terms used in such systems may prove to be a challenge for these users. The aim of this research is to tutor the elderly on using an adaptive e-shop system in order to buy products easily. Design/methodology/approach: In view of…

  10. Exploring the personal tutor-student relationship: an autoethnographic approach.

    Science.gov (United States)

    Gardner, L D; Lane, H

    2010-05-01

    In this paper, my personal student Hannah and I narrate an account of aspects of our tutor/student relationship, features of which we consider to have wider relevance to others who occupy similar roles. The decision that we should write about our experience as personal tutor and student was one that emerged rather than was deliberately taken, and that we should write it as an autoethnography similarly became apparent. We had things to say, and wanted to present them in a style that mirrored the multifaceted relationship that developed, and which we continue to cultivate as evidenced by the writing of this piece. We suggest that the roles and relationships explored here extend beyond tutor and student boundaries, and have relevance to nurse and service-user encounters which we demonstrate through the use of particular frameworks for the analysis of our autoethnographic account. We explore these narratives of our relationship by utilizing concepts such as, 'boundaries', 'learning', 'supervision' and 'therapy'. In doing so, a shape of personal tutoring emerges which in turn may serve as a valuable teaching technique within mental health nurse education.

  11. Tutoring and Multi-Agent Systems: Modeling from Experiences

    Science.gov (United States)

    Bennane, Abdellah

    2010-01-01

    Tutoring systems become complex and are offering varieties of pedagogical software as course modules, exercises, simulators, systems online or offline, for single user or multi-user. This complexity motivates new forms and approaches to the design and the modelling. Studies and research in this field introduce emergent concepts that allow the…

  12. A Micro-Computer Based Tutor for Teaching Arithmetic Skills.

    Science.gov (United States)

    Attisha, M.; Yazdani, M.

    1983-01-01

    Describes a knowledge-based tutoring system which provides pupil interaction with the microcomputer to diagnose pupils' errors in subtraction operations. Current subtraction methods; nature and origin of subtraction errors; and the structure, achievements, and future developments of the computer system are included. Thirteen references and a…

  13. The Acceptability and Efficacy of an Intelligent Social Tutoring System

    Science.gov (United States)

    Sanchez, Rebecca Polley; Bartel, Chelsea M; Brown, Emily; DeRosier, Melissa

    2014-01-01

    This study tested the acceptability and efficacy of an innovative intelligent tutoring system (ITS), "Adventures Aboard the S.S. GRIN," that translates the evidence-based in-person Social Skills Group Intervention (SSGRIN), into an interactive game-based social tutorial. This randomized controlled pilot trial tested the first half of the…

  14. Collaboration and peer tutoring in chemistry laboratory education

    NARCIS (Netherlands)

    Ding, N.; Harskamp, E.G.

    2011-01-01

    The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized

  15. Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2009). Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring. Presentation at the IADIS international conference on Cognition and Exploratory in Digital Age (CELDA 2009). November, 20-22, 2009, Rome, Italy.

  16. Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring. In D. Kinshuk, J. Sampson, J. Spector, P. Isaías, P. Barbosa & D. Ifenthaler (Eds.). Proceedings of IADIS International Conference Cognition and Exploratory Learning

  17. Language Repair Strategies in Bilingual Tutoring of Mathematics Word Problems

    Science.gov (United States)

    Oliveira, Alandeom W.; Meskill, Carla; Judson, Darlene; Gregory, Karen; Rogers, Patterson; Imperial, Christopher J.; Casler-Failing, Shelli

    2015-01-01

    This study explores the "language repair strategies" (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused…

  18. Bringing a Lemon to a Lifer: Tutoring in Prison

    Science.gov (United States)

    Page, Mich

    2009-01-01

    This prison-based research is grounded upon "reflection-in-action", intertwining the accounts of a reflective prisoner and a reflective practitioner. Through use of ethnographic methods it seeks to make sense of the contradictions encountered while tutoring prisoners. The research story shows how meaning conflicts have been negotiated,…

  19. Improved Modeling of Intelligent Tutoring Systems Using Ant Colony Optimization

    Science.gov (United States)

    Rastegarmoghadam, Mahin; Ziarati, Koorush

    2017-01-01

    Swarm intelligence approaches, such as ant colony optimization (ACO), are used in adaptive e-learning systems and provide an effective method for finding optimal learning paths based on self-organization. The aim of this paper is to develop an improved modeling of adaptive tutoring systems using ACO. In this model, the learning object is…

  20. Nursing students' perceptions of effective problem-based learning tutors.

    Science.gov (United States)

    Matthew-Maich, Nancy; Martin, Lynn; Hammond, Cynthia; Palma, Amy; Pavkovic, Maria; Sheremet, Darlene; Roche, Carmen

    2016-11-16

    Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

  1. An Intelligent Computer-Based System for Sign Language Tutoring

    Science.gov (United States)

    Ritchings, Tim; Khadragi, Ahmed; Saeb, Magdy

    2012-01-01

    A computer-based system for sign language tutoring has been developed using a low-cost data glove and a software application that processes the movement signals for signs in real-time and uses Pattern Matching techniques to decide if a trainee has closely replicated a teacher's recorded movements. The data glove provides 17 movement signals from…

  2. An agent-based intelligent tutoring system for nurse education

    NARCIS (Netherlands)

    Hospers, M.; Kroezen, E.; Nijholt, A.; Akker, op den R.; Heylen, D.

    2003-01-01

    This report describes the development of a teaching environment that uses agents to support learning. An Intelligent Tutoring System will be described, that guides students during learning. This system is meant for nurse education in the first place, but it is generic in the sense that the core is s

  3. Effectiveness of Cognitive Tutor Algebra I at Scale

    Science.gov (United States)

    Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita

    2014-01-01

    This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to adopt Cognitive Tutor Algebra I (CTAI), which…

  4. Reading Tutor, A Reading Support System for Japanese Language Learners

    Directory of Open Access Journals (Sweden)

    Yoshiko KAWAMURA

    2012-12-01

    Full Text Available The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.-----Članek predstavlja orodja in gradiva v sistemu za podporo branju v japonščini Reading Tutor in v večjezičnem slovarskem projektu Reading Tutor Web Dictionary ter njihovo možno uporabo tako za poučevanje japonščine kot tudi za podporo samostojnemu jezikovnemu učenju. Nadalje predstavlja konkreten primer uporabe teh orodij in virov za izdelavo učnega gradiva za tuje kandidate, ki se pripravljajo na japonski državni izpit za zdravstvene delavce. V zaključku predlaga nekaj pedagoških pristopov za učinkovito podporo samostojnemu učenju besedišča.

  5. Discursive Practices of Private Online Tutoring Websites in Russia

    Science.gov (United States)

    Kozar, Olga

    2015-01-01

    A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and…

  6. Training ESOL Instructors and Tutors for Online Conferencing

    Science.gov (United States)

    Hewett, Beth L.; Lynn, Robert

    2007-01-01

    Individualized conferencing, a situation where instructors and tutors work individually with students, is one traditional way in which students whose first language is not English (ESOL) can receive help as they learn and practice their English speaking and writing skills. This article is a demonstration of some of the practical strategies common…

  7. An Agent-based Intelligent Tutoring System for Nurse Education

    NARCIS (Netherlands)

    Hospers, M.A.; Kroezen, E.; Nijholt, Antinus; op den Akker, Hendrikus J.A.; Heylen, Dirk K.J.

    This report describes the development of a teaching environment that uses agents to support learning. An Intelligent Tutoring System will be described, that guides students during learning. This system is meant for nurse education in the first place, but it is generic in the sense that the core is

  8. DARPA Antibody Technology Program Standardized Test Bed for Antibody Characterization: Characterization of an MS2 Human IgG Antibody Produced by AnaptysBio, Inc.

    Science.gov (United States)

    2016-02-01

    ECBC-TR-1339 DARPA ANTIBODY TECHNOLOGY PROGRAM STANDARDIZED TEST BED FOR ANTIBODY...CHARACTERIZATION: CHARACTERIZATION OF AN MS2 HUMAN IGG ANTIBODY PRODUCED BY ANAPTYSBIO, INC. DARPA ATP Standardized Test Bed for Antibody...Characterization: Characterization of an MS2 human IgG antibody produced by AnaptysBio DARPA ATP Standardized Test Bed for Antibody

  9. 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.

  10. The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics

    Science.gov (United States)

    Dioso-Henson, Luzale

    2012-01-01

    Formalised peer-to-peer collaboration and the use of web-enhanced materials that are consistent with course objectives, graded assessments and learning outcomes is well known in educational practice. This study compared the academic gains of college students enrolled in Physics using Reciprocal Peer Tutoring (RPT) with others using non-Reciprocal…

  11. 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

  12. Diseño de un Banco del Tiempo Escolar basado en la metodología Peer Tutoring (Tutoría entre iguales)

    OpenAIRE

    Rodríguez Suárez, Vanesa

    2015-01-01

    Reflexión sobre las prácticas, programación didáctica e innovación consistente en el diseño de un banco del tiempo llevado al ámbito escolar y basado en la metodología Peer Tutoring (Tutoría entre iguales).

  13. Rethinking Distance Tutoring in E-Learning Environments: A Study of the Priority of Roles and Competencies of Open University Tutors in China

    Science.gov (United States)

    Li, Shuang; Zhang, Jingjing; Yu, Chen; Chen, Li

    2017-01-01

    This study aims to identify the priority of the roles and competencies of tutors working in the e-learning environments where the tutors are experiencing the changes brought by reforming traditional TV and broadcasting university to open universities. The mixed methods, DACUM, non-participatory observation, and questionnaires were used to identify…

  14. Note-Taking within MetaTutor: Interactions between an Intelligent Tutoring System and Prior Knowledge on Note-Taking and Learning

    Science.gov (United States)

    Trevors, Gregory; Duffy, Melissa; Azevedo, Roger

    2014-01-01

    Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE--MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and…

  15. Directive versus Facilitative Peer Tutoring? A View on Students' Appraisal, Reported Learning Gains and Experiences within Two Differently-Tutored Learning Environments

    Science.gov (United States)

    Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien

    2014-01-01

    The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…

  16. General physicians graduated from a PBL undergraduate medical curriculum: how well do they perform as PBL tutors?

    Science.gov (United States)

    Kim, Kyong-Jee; Lee, Joo Heung; Kee, Changwon

    2009-06-01

    A study was conducted on the effectiveness of general physicians recently graduated from a medical school with Problem-Based Learning (PBL) curriculum as PBL tutors to expand the school's tutor pool. This study aims to investigate these non-staff tutors' effectiveness in terms of student satisfaction and learning outcomes. An experimental study was conducted of 12 PBL groups of second-year medical students (n = 40). Four PBL groups were led by non-staff tutors; the other eight groups were led by staff tutors during the two PBL units. Tutor evaluation and student satisfaction questionnaires were administered and student performance scores were analysed to compare between groups led by staff tutors and non-staff tutors. The students' overall satisfaction with the non-staff tutors on a five-point Likert-scale was high (M = 4.5 +/-.638). Additionally, the student scores on written tests were comparable between groups. Yet, in one unit, the groups led by staff tutors received significantly higher scores on the group evaluation than those led by non-staff tutors. The results of this study show that the non-staff tutors performed as effectively as the staff tutors did with regard to student achievement in written exams. Still, the findings of this study suggest that different tutor backgrounds and experiences might affect student performance beyond the written exam scores.

  17. 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

  18. Ethylene produced by the endosperm is involved in the regulation of nucellus programmed cell death in Sechium edule Sw.

    Science.gov (United States)

    Lombardi, Lara; Mariotti, Lorenzo; Picciarelli, Piero; Ceccarelli, Nello; Lorenzi, Roberto

    2012-05-01

    The nucellus is a maternal tissue that feeds the developing embryo and the secondary endosperm. During seed development the cells of the nucellus suffer a degenerative process early after fertilization as the cellular endosperm expands and accumulates reserves. Nucellar cell degeneration has been characterized as a form of developmentally programmed cell death (PCD). In this work we analysed the role of the endosperm as main regulator of nucellus PCD. We demonstrated that endosperm produces high amount of ethylene, nitric oxide and indoleacetic acid. We examined the role of these small and diffusible signalling molecules in the regulation of nucellus PCD and we tried to elucidate how they can cooperate and regulate each other into the endosperm. We showed that ethylene acts a positive regulator of nucellus PCD and its synthesis can be in part induced by nitric oxide. High levels of IAA were detected both in the endosperm and in dying nucellus but this hormone is not directly involved in the execution of PCD. © 2012 Elsevier Ireland Ltd. All rights reserved.

  19. 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

  20. 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

    2008-04-09

    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. 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. 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 teaching model to be sufficient, and a mere 1% expressed the wish for 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. 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.

  1. 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.

  2. Orientador ou tutor é autor? Orientador, tutor o director de tesis, ¿es autor?

    Directory of Open Access Journals (Sweden)

    Maria das Graças Targino

    2010-12-01

    Full Text Available Ao decorrer dos tempos, as profundas mudanças no ensino e na pesquisa advindas do avanço tecnológico e, sobretudo, a valoração crescente do ensino superior e da investigação científica vêm acarretando intensa controvérsia em torno do velho e desgastado slogan publish or perish. Cada vez mais, orientadores ou tutores de teses e trabalhos acadêmicos em geral aparecem como primeiro autor ou co-autor de trabalhos realizados por seus alunos, recorrendo ao argumento de que a autoria, como atividade e processo, sofre intensas mutações sociais, culturais, econômicas e políticas. Este é um tema que suscita debate e conduz a mudanças conceituais que exigem a reconstrução dos fundamentos teóricos que cercam a autoria, mas sem relegar a questão ética de respeito à produção do outro.

  3. PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS

    Directory of Open Access Journals (Sweden)

    Brittany L. HOTT

    2014-03-01

    Full Text Available A limitation in social interaction is a critical defining characteristic of Autism Spectrum Disorders (ASD. Peer tutoring is one of the most widely utilized interventions for improvement of social interaction and academic performance. This synthesis examines the effectiveness of peer tutoring interventions in the United States using percentage of nonoverlapping data (PND. Results suggest that peer tutoring is a viable intervention for supporting social and academic development. Limitations, implycations for practice, and future research directions are reported.

  4. 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.

  5. Mining Social and Affective Data for Recommendation of Student Tutors

    Directory of Open Access Journals (Sweden)

    Elisa Boff

    2013-03-01

    Full Text Available This paper presents a learning environment where a mining algorithm is used to learn patterns of interaction with the user and to represent these patterns in a scheme called item descriptors. The learning environment keeps theoretical information about subjects, as well as tools and exercises where the student can put into practice the knowledge gained. One of the main purposes of the project is to stimulate collaborative learning through the interaction of students with different levels of knowledge. The students' actions, as well as their interactions, are monitored by the system and used to find patterns that can guide the search for students that may play the role of a tutor. Such patterns are found with a particular learning algorithm and represented in item descriptors. The paper presents the educational environment, the representation mechanism and learning algorithm used to mine social-affective data in order to create a recommendation model of tutors.

  6. 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.

  7. 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...... of our participants' gazing behavior to create subsets of their utterances. The participants' speech was transcribed for 3 sessions (2 min each) of interaction with the robot and classified based on the detected gazing classes (looking at the robot, looking at the object or looking somewhere else......). 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...

  8. Notes on the Components for Intelligent Tutoring Systems

    Directory of Open Access Journals (Sweden)

    Ladislav Samuelis

    2007-08-01

    Full Text Available The aim of this contribution is to present briefly several views on the componentsfor the intelligent tutoring systems (ITSs and to analyze the concepts behind them. We willbriefly analyze the concepts provided by the classical machine learning (ML approachesand then we discuss the role of the components in distributed environment. Finally wesynthesize the converging trends of the ITSs technologies and try to outline further possibleresearch directions in building ITS from components.

  9. An Intelligent Tutoring System for Learning Java Objects

    OpenAIRE

    S. Abu-Naser1; Ahmed, A; al-Masri, N; Deeb, A; E. Moshtaha; M. AbuLamdy

    2011-01-01

    The paper describes the design of a web based intelligent tutoring system for teaching Java objects to students to overcome the difficulties they face. The basic idea of this system is a systematic introduction into the concept of Java objects. The system presents the topic of Java objects and administers automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student’s individual progress. The system provides explicit suppo...

  10. PROFESORADO NOVEL Y FEEDBACK DEL TUTOR. UN ESTUDIO DE CASOS

    Directory of Open Access Journals (Sweden)

    Paula Mayoral Serrat

    2015-01-01

    Full Text Available Este artículo analiza la naturaleza del feedbackque los tutores proporcionaron al profesorado novel a lo largo de un programa de acompañamiento y construcción del conocimiento profesional de profesores noveles de Educación Secundaria y Ciclos Formativos. Se analizaron todas las situaciones de feedback de los tutores a los noveles a dos niveles de análisis. Uno de carácter claramente descriptivo (macroanálisis de caracterización del feedback (Van Looy and Vrijsen, 1998. Y otro de carácter más interpretativo (micronivel distinguiendo dos tipos de feedback, uno de cariz y naturaleza más afectiva y otro de cariz y naturaleza más cognitiva (Barrios Espinosa, 2008. Los principales resultados del macroanálisis, muestran cómo las tres temáticas más frecuentes se refieren al tratamiento de los contenidos, la gestión del aula y los espacios y a la interacción con los alumnos; casi más de la mitad de los comentarios son de tipo concreto y que los tutores se decantan claramente por los juicios. Los resultados referentes al microanálisis muestran que el feedback cognitivo es el más utilizado en las tres parejas frente al feedback afectivo relacionado con el apoyo emocional y el fomento de la seguridad y la autoconfianza.

  11. [The tutor-professor, transformer of professional practice].

    Science.gov (United States)

    Bardallo Porras, Lola; March i Vila, Gemma

    2007-01-01

    The emerging conceptualization of the teaching-learning process brings with it a modification in the teaching role of a university professor. To think of the function of a tutor-professor from a complex perspective will help professors to develop underneath this paradigm, facilitating the construction of thinking in integrated networks having different types of knowledge which substitute fragmented and lineal knowledge characteristic to positivist thinking. From a complex paradigm, learning acquires a new sense. The complex viewpoint is rich in matrixes, complacent with diversity capable to integrate difficulties. The final objective of teaching is to accompany a student as he/she discovers and interprets reality. The most important function of a tutor is to permit a student to construct himself/herself by means of reflexive dialogue with the student's own learning experience. The tutor's role should enable a student to make use of his/her own speech, offering secure places where a student can find his/her appropriate spot, and where the pressure of an exam becomes more a stimulus to learn than a difficulty for his/her development.

  12. Tutor Inteligente para Propuestas de Investigación

    Directory of Open Access Journals (Sweden)

    Jesús Miguel García Gorrostieta

    2014-01-01

    Full Text Available Estudiantes de Nivel Licenciatura llevan a cabo proyec tos de final de curso en los cuales se solicita la estructuración de un trabajo de investigación. Con el fin de mejorar la calidad de dicha tarea y guiar en el desarrollo de este tipo de trabajo, se implementó un Sistema Tutor para ayudar a los estudiantes. En este artículo se presenta un Tutor Inteligente basado en la web para proporcionar asesoramiento a los estudiantes en la estructuración de borradores de proyectos de investigación. Proponemos un modelo del estudiante basado en una red para seguir el progreso de cada estudiante en el desarrollo del proyecto, así como una retroalimentación personalizada en cada evaluación. El tutor incluye un módulo para evaluar la riqueza léxica, que se realiza en términos de densidad léxica, diversidad léxica y sofisticación. Se presentan los resultados de un estudio piloto con estudiantes que usaron el sistema, además de un análisis del cuestionario con el cual se realizó la evaluación empírica, en la cual se muestra que los estudiantes encontraban a la herramienta útil para mejorar sus escri tos.

  13. DARPA ANTIBODY TECHNOLOGY PROGRAM STANDARDIZED TEST BED FOR ANTIBODY CHARACTERIZATION: CHARACTERIZATION OF TWO MS2 SCFV ANTIBODIES PRODUCED BY THE UNIVERSITY OF TEXAS

    Science.gov (United States)

    2017-05-01

    ANTIBODY CHARACTERIZATION: CHARACTERIZATION OF TWO MS2 SCFV ANTIBODIES PRODUCED BY THE UNIVERSITY OF TEXAS Patricia E. Buckley Alena M. Calm...Characterization of Two MS2 scFv Antibodies Produced by the University of Texas 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER...Research Project Agency-funded investigator, the University of Texas (Austin, TX), for affinity and stability enhancements. The results of this study

  14. El tutor y la tutoría en el proceso de formación de especialistas sanitarios en la comunidad de Madrid: Análisis e interpretación mediante grupos focales Medical Specialist Training Programme: views of trainers in the Community of Madrid. Analysis and interpretation by focal Groups

    Directory of Open Access Journals (Sweden)

    Jesús Antonio Álvarez Sánchez

    2003-04-01

    the training programme itself, and the clinical competence of the trainee. Nevertheless, the requirements for such a responsibility have not been yet defined. Evaluation of trainers’ views about STP is linked with their responsibilities, and is placed within the context of the need for a more structural or planned approach to training. Method: This research was conducted in the Community of Madrid, by means of four Focal-group. Trainers were selected from primary care and hospitals where STP occurs. Results: Participants discussed about the academic and medical profile of the tutor, the characteristics of the selection and accreditation process of trainers, and about responsibilities, tasks and recognition of the tutorial. Conclusions: A discordant between the theoretical and practical values assigned to the teaching staff has been clearly identified. The later was determined by its dependence respect to the clinical practice, the paucity of resources, and the lack of recognition of their role in the teaching establishment. Clearance-cut with objective nomination process, some independence of training in the clinical setting, emphasize the role of the Teaching Commissions, arrange timing to the training program, and the recognition in the professional career were pointed as possible solutions.

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

    Directory of Open Access Journals (Sweden)

    Jünger Jana

    2008-04-01

    Full Text Available Abstract 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 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.

  16. Evaluating Haskell expressions in a tutoring environment

    Directory of Open Access Journals (Sweden)

    Tim Olmer

    2014-12-01

    Full Text Available A number of introductory textbooks for Haskell use calculations right from the start to give the reader insight into the evaluation of expressions and the behavior of functional programs. Many programming concepts that are important in the functional programming paradigm, such as recursion, higher-order functions, pattern-matching, and lazy evaluation, can be partially explained by showing a stepwise computation. A student gets a better understanding of these concepts if she performs these evaluation steps herself. Tool support for experimenting with the evaluation of Haskell expressions is currently lacking. In this paper we present a prototype implementation of a stepwise evaluator for Haskell expressions that supports multiple evaluation strategies, specifically targeted at education. Besides performing evaluation steps the tool also diagnoses steps that are submitted by a student, and provides feedback. Instructors can add or change function definitions without knowledge of the tool's internal implementation. We discuss some preliminary results of a small survey about the tool.

  17. Interactive Tutoring in Blended Studies: Hindrances and Solutions

    Directory of Open Access Journals (Sweden)

    Asim Ismail Ilyas (Al-Titinchy

    2016-01-01

    Full Text Available This paper distinguishes between traditional teaching known as lecturing (the teacher centered approach; and tutoring (the contemporary technology-oriented interactive teaching/learning approach. It is based on the implementation of tutoring strategies of ‘blended studies’  at the Arab Open University. It investigates the application of modern interactive teaching/learning strategies, specifying some hindering factors in the AOU-Jordan Branch context. The factors include four variables: tutors, students, course material and assessment. The paper is based on qualitative research in terms of a real teaching/leaning context, using both observation and conversation with learners, besides the use of some quantitative data retrieved from a questionnaire in which learners’ views are sought regarding a number of relevant matters. A number of suggested solutions related to each of the hindering factors are presented, which if applied, may secure shifting the balance of the teaching/learning process to a more interactive technology-based tutoring level, which in turn will enhance learners’ opportunities for the attainment of better academic standards, and secure a higher degree of achievement of the shared educational goals of learners and the educational institution they study in.                                                                                                                                                       Keywords: blended studies, interactional teaching, lecturing, tutoring, course material, English language skills

  18. Animal Assisted Therapy and the Reading Education Assistance Dogs[RTM] (R.E.A.D.) Program as Perceived by Volunteer R.E.A.D. Facilitators: A National Study

    Science.gov (United States)

    Swift, Catherine Hayes

    2009-01-01

    This study investigated the demographics and perceptions of participants who utilize animals in academic programs, specifically the volunteers who use dogs to work with at-risk children in reading programs. It presented an argument for incorporating research-supported elements of reading tutor skills into the volunteer tutor training for the…

  19. The Impact of 25 Television Programs on "Water" Produced and Broadcast by the Ivorian Out-of-School Education Project.

    Science.gov (United States)

    Lenglet, Frans

    The study described evaluated the reach and impact of 25 Tele Pour Tous Television for Everybody) programs on water and related issues which were broadcast by the Ivorian Out of School Television (OSTV) project in April-December 1975. This report discusses the relevance of the topic as a theme for an adult education TV program series, describes…

  20. Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

    Science.gov (United States)

    Siler, Stephanie Ann; VanLehn, Kurt

    2009-01-01

    Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…

  1. Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

    Science.gov (United States)

    Siler, Stephanie Ann; VanLehn, Kurt

    2009-01-01

    Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…

  2. Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

    Science.gov (United States)

    Chan, Claudia; Bray, Mark

    2014-01-01

    Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

  3. An Exploration of Factors Influencing Career Progression of Tutors in Public Primary Teachers' Training Colleges in Kenya

    Science.gov (United States)

    Muchanje, Peter N.; Njuguna, Felicita W.; Kalai, Jeremiah M.; Bironga, Sophia M.

    2016-01-01

    The study sought to determine the influence of gender, Teachers Service Commission (TSC) adherence to career progression policy guidelines and tutors' exposure to professional development on career progression of tutors in primary teachers training colleges in Kenya. This study was a descriptive survey with 264 tutors randomly sampled from eight…

  4. 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…

  5. A novel simulation-based training program to improve clinical teaching and mentoring skills.

    Science.gov (United States)

    Unterman, Avraham; Achiron, Anat; Gat, Itai; Tavor, Oren; Ziv, Amitai

    2014-03-01

    Physicians are often insufficiently trained in bedside teaching and mentoring skills. To develop, implement and assess a simulation-based training program designed to improve clinical teaching among physicians. We developed a one-day tutor training program based on six simulated scenarios with video-based debriefing. The program's efficacy was assessed using questionnaires completed by the participating physicians and their students. Main outcome measures were self-perceived teaching skills at baseline, after participation in the program, and following completion of the tutor role. Secondary outcome measures were the students' perceptions regarding their tutor skills. Thirty-two physicians (mean age 35.5 years, 56% females) participated in the program. Self-assessment questionnaires indicated statistically significant improvement following the program in 13 of 20 measures of teaching skills. Additional improvement was observed upon completion of the tutor role, leading to significant improvement in 19 of the .20 measures. Questionnaires completed by their students indicated higher scores in all parameters as compared to a matched control group of tutors who did not participate in the program, though not statistically significant. Most participants stated that the program enhanced their teaching skills (88%), they implement program-acquired skills when teaching students (79%), and they would recommend it to their peers (100%). Satisfaction was similar among participants with and without previous teaching experience. A novel one-day simulation-based tutor training program was developed and implemented with encouraging results regarding its potential to improve clinical teaching and mentoring skills.

  6. A Cognitive Tutor for Genetics Problem Solving: Learning Gains and Student Modeling

    Science.gov (United States)

    Corbett, Albert; Kauffman, Linda; Maclaren, Ben; Wagner, Angela; Jones, Elizabeth

    2010-01-01

    Genetics is a unifying theme of biology that poses a major challenge for students across a wide range of post-secondary institutions, because it entails complex problem solving. This article reports a new intelligent learning environment called the Genetics Cognitive Tutor, which supports genetics problem solving. The tutor presents complex,…

  7. 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…

  8. 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…

  9. What Are They Doing in There? Case Studies of Volunteer Tutors and Adult Literacy Learners

    Science.gov (United States)

    Belzer, Alisa

    2006-01-01

    Through case studies of adult literacy learners and the volunteer tutors who instructed them, this article illustrates the strengths and challenges faced by these kinds of instructional pairs. The descriptions help to reveal critical issues that can inform researchers' and practitioners' thinking and practice with regard to tutor training and…

  10. 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

  11. In search of an adequate yet affordable tutor in online learning networks

    NARCIS (Netherlands)

    Sloep, Peter; Van Rosmalen, Peter; Kester, Liesbeth; Brouns, Francis; Koper, Rob

    2006-01-01

    Sloep, P., van Rosmalen, P., Kester, L., Brouns, F. M. R., & Koper, E. J. R. (2006). In search of an adequate yet affordable tutor in online learning networks. In search of an adequate yet affordable tutor in online learning networks. Presentation at the 6th IEEE International Conference on Advanced

  12. Impact of Professional Nursing Tutors on National Council Licensure Examination Success

    Science.gov (United States)

    Mondeik, Shelly L.

    2014-01-01

    This mixed-methods study examined the impact of professional nursing tutors on National Council Licensure Examination (NCLEX) success. Thirty-eight nursing student success rates from Northcentral Technical College, a two year technical college in Wisconsin, were analyzed by using NCLEX pass rate information, professional tutoring logs, and a…

  13. The Effect of an Intelligent Tutoring System (ITS) on Student Achievement in Algebraic Expression

    Science.gov (United States)

    Chien, Tsai Chen; Md. Yunus, Aida Suraya; Ali, Wan Zah Wan; Bakar, Ab. Rahim

    2008-01-01

    In this experimental study, use of Computer Assisted Instruction (CAI) followed by use of an Intelligent Tutoring System (CAI+ITS) was compared to the use of CAI (CAI only) in tutoring students on the topic of Algebraic Expression. Two groups of students participated in the study. One group of 32 students studied algebraic expression in a CAI…

  14. Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students' Academic Writing via Essay Feedback

    Science.gov (United States)

    Court, Krista; Johnson, Helen

    2016-01-01

    Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…

  15. Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development

    Science.gov (United States)

    Bell, Amani; Mladenovic, Rosina

    2015-01-01

    Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective…

  16. Chinese Award-Winning Tutors' Perceptions and Practices of Classroom-Based Assessment

    Science.gov (United States)

    Zhou, Jiming; Deneen, Christopher Charles

    2016-01-01

    This study examines Chinese tertiary award-winning tutors' perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential…

  17. 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,…

  18. Facilitating small-group learning: A comparison of student and staff tutors' behavior

    NARCIS (Netherlands)

    J.H.C. Moust (Jos); H.G. Schmidt (Henk)

    1994-01-01

    textabstractThis study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences

  19. Student and tutor perceptions on attributes of effective problems in problem-based learning

    NARCIS (Netherlands)

    N. Sockalingam (Nachamma); J.I. Rotgans (Jerome); H.G. Schmidt (Henk)

    2011-01-01

    textabstractThis study aimed to identify the attributes that students and tutors associated with effective PBL problems, and assess the extent to which these attributes related to the actual effectiveness of problems. To this end, students and tutors in focus groups were asked to discuss about possi

  20. Attitudes of Tutors towards HIV/AIDS in Teachers Training Colleges ...

    African Journals Online (AJOL)

    Attitudes of Tutors towards HIV/AIDS in Teachers Training Colleges in Coast ... partly by the socio-cultural influences on their attitudes and life styles. ... positive attitudes and awareness of HIV/AIDS challenges for students and tutors/teachers.

  1. 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…

  2. Effects of Classwide Peer Tutoring on the Performance of Sixth Grade Students during a Volleyball Unit

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2009-01-01

    This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills of four 6th grade middle school students purposefully selected from an intact class of 21 students. Participants were average to low skilled males and females. A single subject A-B-A-B withdrawal design was used to…

  3. 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…

  4. 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…

  5. 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 par

  6. 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…

  7. Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring

    Science.gov (United States)

    Heinrich, Carolyn J.; Burch, Patricia; Good, Annalee; Acosta, Rudy; Cheng, Huiping; Dillender, Marcus; Kirshbaum, Christi; Nisar, Hiren; Stewart, Mary

    2014-01-01

    School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with…

  8. Using Tutors to Improve Educational Games: A Cognitive Game for Policy Argument

    Science.gov (United States)

    Easterday, Matthew W.; Aleven, Vincent; Scheines, Richard; Carver, Sharon M.

    2017-01-01

    How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version…

  9. Investigating the Relationship between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach

    Science.gov (United States)

    Boyer, Kristy Elizabeth; Phillips, Robert; Ingram, Amy; Ha, Eun Young; Wallis, Michael; Vouk, Mladen; Lester, James

    2011-01-01

    Identifying effective tutorial dialogue strategies is a key issue for intelligent tutoring systems research. Human-human tutoring offers a valuable model for identifying effective tutorial strategies, but extracting them is a challenge because of the richness of human dialogue. This article addresses that challenge through a machine learning…

  10. Communication between Tutors--Students in DL: A Case Study of the Hellenic Open University

    Science.gov (United States)

    Panagiotis, Anastasiades; Chrysoula, Iliadou

    2010-01-01

    Two-way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning. By means of this communication the tutor can facilitate the interaction of…

  11. Student-centred GP ambassadors: Perceptions of experienced clinical tutors in general practice undergraduate training.

    Science.gov (United States)

    Von Below, Bernhard; Haffling, Ann-Christin; Brorsson, Annika; Mattsson, Bengt; Wahlqvist, Mats

    2015-06-01

    To explore experienced general practitioner (GP) tutor perceptions of a skilled GP tutor of medical students. Interview study based on focus groups. Twenty GPs experienced in tutoring medical students at primary health care centres in two Swedish regions were interviewed. Four focus-group interviews were analysed using qualitative content analysis. Twenty GP tutors, median age 50, specifically selected according to age, gender, and location participated in two focus groups in Gothenburg and Malmö, respectively. Meaning units in the texts were extracted, coded and condensed into categories and themes. Three main themes emerged: "Professional as GP and ambassador to general practice", "Committed and student-centred educator", and "Coordinator of the learning environment". Experienced GP tutors describe their skills as a clinical tutor as complex and diversified. A strong professional identity within general practice is vital and GP tutors describe themselves as ambassadors to general practice, essential to the process of recruiting a new generation of general practitioners. Leaders of clinical education and health care planners must understand the complexity in a clinical tutor's assignment and provide adequate support, time, and resources in order to facilitate a sustainable tutorship and a good learning environment, which could also improve the necessary recruitment of future GPs.

  12. 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…

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

    NARCIS (Netherlands)

    E. Chng (Esther); E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

    2011-01-01

    textabstractTutors 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 im

  14. Classwide Peer Tutoring: An Effective Strategy for Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Bowman-Perrott, Lisa

    2009-01-01

    Effective intervention procedures are essential to breaking the cycle of school failure. Tobin and Sprague (2000) conducted a review of strategies that have shown to be effective with youth served in alternative education settings. Among those were instructional strategies, including tutoring. ClassWide Peer Tutoring (CWPT) is a well-researched…

  15. Analysing tutor feedback to students: first steps towards constructing an electronic monitoring system

    Directory of Open Access Journals (Sweden)

    Denise Whitelock

    2003-12-01

    Full Text Available Virtual Learning Environments provide the possibility of offering additional support to tutors, monitors and students in writing and grading essays and reports. They enable monitors to focus on the assignments that need most attention. This paper reports the findings from phase one of a feasibility study to assist the monitoring of student essays. It analyses tutor comments from electronically marked assignments and investigates how they match the mark awarded to each essay by the tutor. This involved carrying out a category analysis of the tutors' feedback to the students using Bales's 'interactional categories' as a theoretical basis. The advantage of this category system is that it distinguishes between task-orientated contributions, and the 'socio-emotive' element used by tutors to maintain student motivation. This reveals both how the tutor makes recommendations to improve the assignment content, and how they provide emotional support to students. Bales's analysis was presented to a group of tutors who felt an electronic feedback system based on this model would help them to get the right balance of responses to their students. These findings provide a modest start to designing a model of feedback for tutors of distance education students. Future work will entail refining these categories and testing this model with a larger sample from a different subject domain.

  16. How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

    Science.gov (United States)

    Müller, Bettina; Richter, Tobias; Križan, Ana; Hecht, Teresa; Ennemoser, Marco

    2016-01-01

    Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer…

  17. Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development

    Science.gov (United States)

    Bell, Amani; Mladenovic, Rosina

    2015-01-01

    Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice…

  18. Beliefs, Behaviours, and Professional Development of Tutors in Problem-Based Learning

    NARCIS (Netherlands)

    J.C. Williams (Judith)

    2012-01-01

    textabstractThe theme of this thesis is the tutor in problem-based learning (PBL). Specifically, the objective of the five studies presented is to gain an understanding of what shapes tutors as facilitators of student learning; their beliefs about teaching, their educational intentions and goals as

  19. 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…

  20. Effects of Classwide Peer Tutoring on the Performance of Sixth Grade Students during a Volleyball Unit

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2009-01-01

    This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills of four 6th grade middle school students purposefully selected from an intact class of 21 students. Participants were average to low skilled males and females. A single subject A-B-A-B withdrawal design was used to…

  1. Instructional Design and Intelligent Tutoring: Theory and the Precision of Design.

    Science.gov (United States)

    Capell, Peter; Dannenberg, Roger B.

    1993-01-01

    Discusses instructional design methods used in intelligent tutoring systems (ITS) and describes the application of instructional systems design to the creation of an ITS called Piano Tutor, a multimedia workstation that is designed to provide first-year piano lessons. The ITS curriculum is analyzed, including critical lessons and skill groups.…

  2. 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…

  3. Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment

    Science.gov (United States)

    Chae, Soo Eun; Shin, Jae-Han

    2016-01-01

    This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the…

  4. 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…

  5. Private Tutoring in Eastern Europe and Central Asia: Policy Choices and Implications

    Science.gov (United States)

    Silova, Iveta

    2010-01-01

    Private tutoring has become increasingly visible in Eastern Europe and Central Asia since the collapse of the socialist bloc in the early 1990s. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. Based on the data from the cross-national studies of…

  6. 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…

  7. 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 par

  8. 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 par

  9. 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.

  10. 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.

  11. O feedback e sua importância no processo de tutoria a distância Feedback and its importance to the distance education tutoring process

    Directory of Open Access Journals (Sweden)

    Denise Martins de Abreu-e-Lima

    2011-08-01

    Full Text Available Considerando o crescimento da Educação a Distância no contexto brasileiro; o ingresso de um novo profissional da educação - o tutor - na equipe pedagógica; e a importância de sua interação com os alunos, este artigo tem como objetivos revisar algumas definições de feedback encontradas na literatura, descrever os modelos de feedback adotados nos cursos de EaD ministrados em uma universidade federal brasileira, apresentar as orientações dadas nos cursos de formação de tutores realizados pela instituição e discutir o papel da linguagem nos processos de feedback. De acordo com a discussão feita, são apontadas as principais diretrizes para a utilização de feedback em ambientes virtuais.Taking into consideration the growth of Distance Education field in the Brazilian educational context, the new roles of teaching such as the tutor in the teaching team, this paper aims to review some definitions of feedback found in current literature as well as to point out the models of feedback adopted at Distance Education programs offered by a Brazilian Federal University. It also aims to present the guidelines given to online tutors engaged in the courses offered by these institutional programs and to discuss the role of language in the feedback process. According with the present discussion, some guidelines to the use of feedback in online environment are given.

  12. Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School

    Directory of Open Access Journals (Sweden)

    Ray (Arora Suranjana

    2015-01-01

    Full Text Available Background: A Slow Learner (SL is one who has the ability to learn necessary academic skills but at a rate and depth below average of the same age peers. Aims: To identify SL we have to judge them not just by their grade level, but by the fact that they master skills slowly, have difficulty following multistep directives, live in the present and do not have long term goals. The remedial measures for these SL were repetition, peer tutoring, enhancing their self-esteem and improve confidence. With correct monitoring, support and feedback from a teacher facilitator peer tutoring can provide deeper learning, reduce dropout, and improve social behavior. Objective: The aim was to identify SL and to peer tutor them. Material and Methods: In a group of 106 students in the first year of MBBS in a college in Mauritius 20 students were identified as SL, out of the other 86 students 2 to 3 students were selected as peer tutors. The sample size on which the questionnaire was used to determine slow learners were 106 out of which 20 were found to be slow learners. The peer tutors were selected among the 106 students. The facilitator trained the tutors. Conclusion: In our Institute we found an alarming 15-18% of SL. The SL responded positively to the peer tutoring and a significant number improved their academic performance. Peer tutoring has significant cognitive gains for both tutor and tutees. Peer tutoring improves selfconfidence, academic achievement, improves their attitude towards the subject matter and encourages greater persistence in completing tasks. Identifying SL has many pitfalls as we should confirm that they are not 'reluctant' or 'struggling' learners but SL.

  13. A Study of Learners’ Reflection on Andragogical Skills of Distance Education Tutors

    Directory of Open Access Journals (Sweden)

    Irshad Hussain

    2013-01-01

    Full Text Available The researcher conducted present study with the objectives to a. evaluate attitude of learners towards academic and tutoring skills of distance education tutors, b. assess the opinion of distance learners about assessment and evaluation skills of their tutors and c. examine reflection of learners on scaffolding skills of distance education tutors. The population of the study consisted of learners of pre-service teacher education (B.Ed semester spring 2010 programme of Allama Iqbal Open University Islamabad. The sample of the study was taken through the convenient sampling technique from three regions of Allama Iqbal Open University situated in the Punjab Province. A questionnaire was designed using a five-point (rating/Likert scale to elicit the reflection of (600 learners. However, the response rate was 78% (468 of the total sample. Interview schedule was also used as a research tool for collecting qualitative data from (50 respondents in five groups. The researcher analysed data quantitatively and qualitatively. The study concluded that the overall reflection of distance learners on andragogical skills of their tutors was positive. Apparently they were satisfied with andragogical skills of their tutors. They asserted that their tutors had academic and tutoring skills (consisting of encouraging, guiding & facilitating –emboldening and enabling skills, assessment & evaluation skills, and technical and social skills. However, tutors needed training to use social websites, Skype and mobile phone conferences and online discussion. Keeping in view the conclusion of the study, the researcher recommended short and long term training of tutors to use information and communication technologies appropriately.

  14. THE FUZZY OVERLAY STUDENT MODEL IN AN INTELLIGENT TUTORING SYSTEM

    Directory of Open Access Journals (Sweden)

    D. I. Popov

    2015-01-01

    Full Text Available The article is devoted to the development of the student model for use in an intelligent tutoring system (ITS designed for the evaluation of students’ competencies in different Higher Education Facilities. There are classification and examples of the various student models, the most suitable for the evaluation of competencies is selected and finalized. The dynamic overlay fuzzy student model builded on the domain model based on the concept of didactic units is described in this work. The formulas, chart and diagrams are provided.

  15. El problema del modelado del estudiante en Sistemas Tutores Inteligentes

    OpenAIRE

    Cataldi, Zulma; Lage, Fernando Javier

    2007-01-01

    El presente subproyecto forma parte del proyecto “Metodología de diseño y evaluación de Sistemas tutores inteligentes” que se desarrolla actualmente en Facultad de Ingeniería, donde para la producción de los STI convergen las distintas corrientes y vertientes epistemológicas que quedan evidenciadas en la práctica docente. Se busca una nueva opción que sea más versátil respecto de cómo el alumno mantiene, organiza y adquiere los nuevos conocimientos. Las diferentes formas de pensar de los alum...

  16. Relevancia del tutor en los programas a distancia

    OpenAIRE

    2005-01-01

    En 1999, la Escuela Superior de Comercio y Administración del Instituto Politécnico Nacional inició un programa mixto (presencial-distancia) en la maestría en administración y desarrollo de la educación (en Tijuana, Morelia y Cancún). Hubo maestros que, sin ser tutores, fungieron como facilitadores. Así que se pensó en la necesidad de tener un modelo tutorial apropiado a posgrado. Se hizo una investigación descriptiva caracterizando a docentes con funciones tutoriales. Se contó con una n=298 ...

  17. Questioning Mechanisms During Tutoring, Conversation, and Human-Computer Interaction

    Science.gov (United States)

    1993-06-01

    O74W10 I8 Publi I"&ln 0W4 Sft fo ftm colimm" fi Infoowiivi it qnf~ teo *5 to veli iff9 ¶fO’i w~ ’triffi. oftetwist" tft t0w 1 fo~Wr n 7vg mirwIt~ittO...show a positive relationship between question asking and achievement (Fishbein, Eckart, Lauver, van Leeuwen . & Langmeyer, 1990). In summary, the...331-339. Fishbein, H. D., Eckart, T., Lauver, E., Van Leeuwen . R., & Langmeyer. D. (1990). Learners’ questions and comprehension in a tutoring setting

  18. Catalog of documents produced by the Greater-Than-Class C Low-Level Waste Management Program

    Energy Technology Data Exchange (ETDEWEB)

    Winberg, M.R.

    1995-03-01

    This catalog provides a ready reference for documents prepared by the Greater-Than-Class C Low-Level Waste (GTCC LLW) Management Program. The GTCC LLW Management Program is part of the National Low-Level Waste Management Program (NLLWMP). The NLLWMP is sponsored by the US Department of Energy (DOE) and is responsible for assisting the DOE in meeting its obligations under Public Law 99-240, The Low-Level Radioactive Waste Policy Amendments Act of 1985. This law assigns DOE the responsibility of ensuring the safe disposal of GTCC LLW in a facility licensed by the Nuclear Regulatory Commission (NRC). The NLLWMP is managed at the Idaho National Engineering Laboratory (INEL).

  19. Can a 5 Week Strength Training Program Produce Range of Motion Adaptations in Amateur Female Tennis Players?

    Directory of Open Access Journals (Sweden)

    Andrew L. SHIM

    2015-12-01

    Full Text Available Objective: The purpose of this study was to assess range of motion adaptations in amateur tennis players based on the effects of a five week strength training program on the dominant and non-dominant arm. Subjects: An experimental and control group of six collegiate women tennis players (Div II and NAIA participated. After initial assessment, six subjects participated in a five week, four times a week, pre-season strength training program consisting of five exercises: External Rotation 90°, Seated Row, Scaption, Chest Press, and External Shoulder Rotation (Rubber tubing. Results: Data analysis through a paired t-test showed that there were no significant changes in ROM in the experimental group when compared to the control group. In conclusion, a strength training program is highly recommended for female overhead athletes combined with a proper flexibility regimen to promote best practice.

  20. 77 FR 4300 - Notice of Data Availability Concerning Renewable Fuels Produced From Palm Oil Under the RFS Program

    Science.gov (United States)

    2012-01-27

    ... Indonesia and Malaysia 5. Analysis of Palm Oil Mills B. Results of Lifecycle Analysis for Biodiesel From... palm oil for use in biofuels would be produced in Indonesia and Malaysia our modeling efforts focus on... response in the scenarios modeled is to increase palm oil production in Malaysia and Indonesia. In our...

  1. Smart Agent Based Mobile Tutoring and Querying System

    Directory of Open Access Journals (Sweden)

    Suresh Sankaranarayanan

    2012-08-01

    Full Text Available With our busy schedules today and the rising cost of education there is a need to find a convenient and cost effective means of maximizing our educational/training experiences. New trends in the delivery/access of information are becoming more technology based in all areas of society with education being no exception. The ubiquitous use of mobile devices has led to a boom in m-commerce. Mobile devices provide many services in commercial environments such as mobile banking, mobile purchasing, mobile learning, etc. It is therefore fitting that we seek to use mobile devices as a platform in delivering our convenient and cost effective solution. The proposed agent based Mobile tutoring system seeks to provide a student with a rich learning experience that will provide them with the relevant reading material based on their stage of development which allows them to move at their own pace. The system will allow the user to be able to ask certain questions and get explanations as if they were interacting with a human tutor but with the added benefit of being able to do this anytime in any location via their mobile phone.

  2. Diseño de un Sistema Tutor Inteligente Multiagente

    Directory of Open Access Journals (Sweden)

    Elizabeth Jiménez Rey

    2006-08-01

    Full Text Available Se presentó en una publicación previa la primera etapa de una línea de investigación dentro del Proyecto de Investigación Acreditado I015 “Manufactura Integrada por Computadora en Sistemas Complejos para el Desarrollo Social, Industrial y de Tecnología”. Se ilustraron en un marco teórico los temas básicos que pretende aunar dicho trabajo: los Sistemas Tutores Inteligentes (STI y los Sistemas Multiagentes (SMA. La creación de Sistemas Inteligentes Educativos (SIE se enfoca más como una herramienta complementaria de la enseñanza y del aprendizaje que permite aumentar la calidad del aprendizaje, que como una herramienta que sustituye en sí todo un sistema clásico de enseñanza y de aprendizaje. En este trabajo se describe los aspectos esenciales que se deben considerar en el modelado de un sistema tutor inteligente utilizando la tecnología de agentes y se propone el diseño de uno en particular, especialmente su modelo de datos.

  3. 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.

  4. Steel Creek primary producers: Periphyton and seston, L-Lake/Steel Creek Biological Monitoring Program, January 1986--December 1991

    Energy Technology Data Exchange (ETDEWEB)

    Bowers, J.A. [Westinghouse Savannah River Co., Aiken, SC (United States); Toole, M.A.; van Duyn, Y. [Normandeau Associates Inc., New Ellenton, SC (United States)

    1992-02-01

    The Savannah River Site (SRS) encompasses 300 sq mi of the Atlantic Coastal Plain in west-central South Carolina. Five major tributaries of the Savannah River -- Upper Three Runs Creek, Four Mile Creek, Pen Branch, Steel Creek, and Lower Three Runs Creek -- drain the site. In 1985, L Lake, a 400-hectare cooling reservoir, was built on the upper reaches of Steel Creek to receive effluent from the restart of L-Reactor and to protect the lower reaches from thermal impacts. The Steel Creek Biological Monitoring Program was designed to assess various components of the system and identify and changes due to the operation of L-Reactor or discharge from L Lake. An intensive ecological assessment program prior to the construction of the lake provided baseline data with which to compare data accumulated after the lake was filled and began discharging into the creek. The Department of Energy must demonstrate that the operation of L-Reactor will not significantly alter the established aquatic ecosystems. This report summarizes the results of six years` data from Steel Creek under the L-Lake/Steel Creek Monitoring Program. L Lake is discussed separately from Steel Creek in Volumes NAI-SR-138 through NAI-SR-143.

  5. The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum

    Science.gov (United States)

    Addae, Jonas I.; Sahu, Pradeep; Sa, Bidyadhar

    2017-01-01

    ABSTRACT Introduction: There have been a number of published studies examining the link between the effectiveness of the problem-based learning (PBL) process and students’ performance in examinations. In a hybrid PBL/lectures curriculum, the results of such studies are of limited use because of the difficulty in dissociating the knowledge gained at lectures from that gained through PBL-related activities. Hence, the objectives of this study were: (1) to develop an instrument to measure the performance of tutors and students at PBL tutorials, and (2) to explore the contribution of such performances to the marks attained by students from the hypotheses generated at PBL tutorials. Methods: A monitoring instrument for assessing the performances of non-expert tutors and students at tutorials was developed and validated using principal component analysis and reliability analysis. Also, a rubric was formulated to enable a content expert to assign marks to the quality of hypotheses generated. Results: The monitoring instrument was found to be valid and reliable. There was a significant correlation between the performance of tutors at tutorials and hypotheses marks. In contrast, there was no significant correlation between the performance of students and hypotheses marks. Discussion: The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses. PMID:28178915

  6. The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum.

    Science.gov (United States)

    Addae, Jonas I; Sahu, Pradeep; Sa, Bidyadhar

    2017-01-01

    There have been a number of published studies examining the link between the effectiveness of the problem-based learning (PBL) process and students' performance in examinations. In a hybrid PBL/lectures curriculum, the results of such studies are of limited use because of the difficulty in dissociating the knowledge gained at lectures from that gained through PBL-related activities. Hence, the objectives of this study were: (1) to develop an instrument to measure the performance of tutors and students at PBL tutorials, and (2) to explore the contribution of such performances to the marks attained by students from the hypotheses generated at PBL tutorials. A monitoring instrument for assessing the performances of non-expert tutors and students at tutorials was developed and validated using principal component analysis and reliability analysis. Also, a rubric was formulated to enable a content expert to assign marks to the quality of hypotheses generated. The monitoring instrument was found to be valid and reliable. There was a significant correlation between the performance of tutors at tutorials and hypotheses marks. In contrast, there was no significant correlation between the performance of students and hypotheses marks. The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses.

  7. Formación de investigadores en medicina familiar: El modelo de tutorización en investigación Asesor-Tutor-Residente (ATR Researchers training on family medicine: The tutoring model in investigation advisory-tutor-resident (ATR

    Directory of Open Access Journals (Sweden)

    E. Raúl Ponce Rosas

    2003-04-01

    Full Text Available El tutor de la medicina de familia, los principios y características de la tutoría y la relación tutor-residente son elementos fundamentales para el desarrollo adecuado de los cursos de especialización de esta disciplina. La tutoría o tutorización en medicina familiar es la base de la docencia y se centra en la figura de una relación humana de enseñanza individualizada tutor-residente en la práctica asistencial, docente y de investigación. Los modelos de tutorización en medicina de familia proporcionan herramientas útiles para establecer una adecuada relación tutor-residente. En este trabajo se describe el modelo de tutorización en investigación Asesor-Tutor-Residente, que se lleva a cabo en el Curso de Especialización de Medicina Familiar en la Facultad de Medicina de la UNAM, México. El modelo de tutorización en investigación Asesor-Tutor-Residente (ATR, es un paradigma de capacitación teórico-práctico en esta importante y fundamental área de la medicina de familia. El modelo ATR pretende motivar e interesar a tutores y residentes para hacer investigación con base en la demostración y la supervisión formativa a través de la asesoría continua, reflexiva, planeada y sistematizada.The tutor of the family medicine, the principles and characteristics of the tutorship, and the relationship tutor-resident they are fundamental elements for the appropriate development of the courses of specialization of this discipline. The tutorship or tutoring in family medicine are the base of the teaching and it is centered in the figure of a human relationship of teaching individualized tutor-resident in the assistance, educational practice and investigation. The tutoring models in family medicine provide useful tools to establish an appropriate relationship tutor-resident. In this work is describe the tutoring model in investigation "advisory-tutor-resident" (ATR that is carried out in the Course of Specialization of Family Medicine in

  8. Explorando las tutorías en el proceso de Convergencia Europea

    OpenAIRE

    Martínez Lirola, María

    2008-01-01

    Uno de los pilares del Espacio Europeo de Educación Superior (EEES) es el aprendizaje autónomo. Este tipo de aprendizaje potencia que el alumnado adquiera total protagonismo y que el profesorado asuma nuevos papeles entre los que destaca el de tutor. Para que el aprendizaje autónomo sea efectivo requiere un buen sistema de tutorías. En este artículo presentamos los resultados de una encuesta anónima de 14 preguntas relacionada con el uso de las tutorías en la universidad que fue respondida po...

  9. 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 the system. At the time of writing this paper, there are over thirty thousand pupils registered with Dr Math. Although these thirty thousand pupils do not all use Dr Math all the time, whenever a tutor logs in, the tutor is soon chatting with twenty..., MXit Lifestyle. This protocol is extremely compact and is ideal for use on a cell phone. At the time of writing this paper, MXit boasts millions of users. The majority of the pupils who contact Dr Math do so via MXit. A number of Dr Math tutors...

  10. Statistical learning in songbirds: from self-tutoring to song culture

    Science.gov (United States)

    Fehér, Olga; Ljubičić, Iva; Suzuki, Kenta; Okanoya, Kazuo; Tchernichovski, Ofer

    2017-01-01

    At the onset of vocal development, both songbirds and humans produce variable vocal babbling with broadly distributed acoustic features. Over development, these vocalizations differentiate into the well-defined, categorical signals that characterize adult vocal behaviour. A broadly distributed signal is ideal for vocal exploration, that is, for matching vocal production to the statistics of the sensory input. The developmental transition to categorical signals is a gradual process during which the vocal output becomes differentiated and stable. But does it require categorical input? We trained juvenile zebra finches with playbacks of their own developing song, produced just a few moments earlier, updated continuously over development. Although the vocalizations of these self-tutored (ST) birds were initially broadly distributed, birds quickly developed categorical signals, as fast as birds that were trained with a categorical, adult song template. By contrast, siblings of those birds that received no training (isolates) developed phonological categories much more slowly and never reached the same level of category differentiation as their ST brothers. Therefore, instead of simply mirroring the statistical properties of their sensory input, songbirds actively transform it into distinct categories. We suggest that the early self-generation of phonological categories facilitates the establishment of vocal culture by making the song easier to transmit at the micro level, while promoting stability of shared vocabulary at the group level over generations. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872371

  11. Aprendiendo a ayudar a aprender: Historia de 10 años de formación de tutores de residentes en Galicia Learning to help to learn: The history of 10 years of resident tutors' training in Galicia

    Directory of Open Access Journals (Sweden)

    J.A. Garrido-Sanjuán

    2009-09-01

    herramientas de evaluación formativa permitió su incorporación a los proyectos docentes. Los alumnos consideraron que el contenido del curso era útil para su actividad profesional.Introduction. The training of the tutors of residents has been formed as one of the axes on which there relapses the quality of the formative process of the medical specialists. Aim. To describe and to analyze the characteristics of the activities of tutors' training in last 10 years in Galicia, as the basis for reflective learning for improvement. Materials and methods. A review of programs, contents, materials, characteristics and origin of the participants and content of teaching projects elaborated. Results. We describe the information of the 8 editions of the 'course of teaching and evaluation methodology for tutors'. 86 professionals achieved this training. The participants' distribution by specialties and health areas does not match the weight of those in the health care and the training systems. The specialties with more tutors participants were Familiar and Communitary Medicine, Anesthesiology and Obstetrics-Gynaecology. The 10 clinic professionals who took part as teachers were at that time in exercising their responsibility in residents' training. Among the contents of the teaching developed projects, stand out quantitatively those focused on improving the organization of rotations or to adapt programs of the specialty to the centers or units, and those devoted to the methodological improvement of learning skills. New formative assessment tools learned during the course were incorporated into many of these projects. In the final questionnaire the course was reported positively by the participants and the contents were considered useful for their professional activity. Conclusions. To know the health areas and specialties in which incorporation to this training has been smaller allows take it into account at the moment of designing future actions. Learning new formative assessment tools

  12. A Reusable Interaction Management Module: Use case for Empathic Robotic Tutoring

    OpenAIRE

    Janarthanam, Srinivasan; Hastie, Helen; Deshmukh, Amol; Aylett, Ruth; Foster, Mary Ellen

    2015-01-01

    We demonstrate the workings of a stochastic Interaction Management and showcase this working as part of a learning environment that includes a robotic tutor who interacts with students, helping them through a pedagogical task.

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

    National Research Council Canada - National Science Library

    Irma Leticia Zapata-Rivera; Jesús López-Estrada; Mónica Liliana Rivera-Obregón

    2015-01-01

    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...

  14. Book Review: Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia

    Directory of Open Access Journals (Sweden)

    T. Marimuthu

    2015-10-01

    Full Text Available Book Review Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia By Mark Bray and Ora Kwo (2014, 93pp. ISBN: 978-988-17852-9-9, Hong Kong: Comparative Education Research Centre.

  15. Taking over someone else's design: implications for the tutor's role in networked learning

    Directory of Open Access Journals (Sweden)

    Mireia Asensio

    2001-12-01

    Full Text Available This paper reflects on the experiences of a particular tutor taking over a specific course. It is an example of a common situation found in higher education (HE institutions, when newly appointed or temporary part-time or full-time staff are hired to teach courses that have been designed and developed by other members of teaching staff. The experience of this particular tutor may help us to illuminate the role that tutors have more generally in networked learning environments. For the purpose of clarification, we define networked learning as 'learning in which C&IT is used to promote connections between one learner and other learners, between learners and tutors, between a learning community and its learning resources'.

  16. 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.

  17. Book Review: Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures

    Directory of Open Access Journals (Sweden)

    Jason Tan

    2016-10-01

    Full Text Available Book Review Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures. By Mark Bray, Ora Kwo and Boris Jokic (Eds. (2015, 292pp. ISBN: 9789881424136, Hong Kong: Comparative Education Research Centre, The University of Hong Kong.

  18. Book review: Confronting the Shadow Education System: What Government Policies for What Private Tutoring'

    Directory of Open Access Journals (Sweden)

    Keith Watson

    2012-10-01

    Full Text Available Book Review Confronting the Shadow Education System: What Government Policies for What Private Tutoring' By Mark Bray (2009, 135pp. ISBN: 078-92-803-1333-8, Paris: IIEP/UNESCO Publishing

  19. Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Sloep, Peter

    2010-01-01

    Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010, 4 November). Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective. Presentation at ICO-Toogdag, Amstelveen, The Netherlands: VU Amsterdam.

  20. Mechanisms of peer tutoring on optimizing cognitive load during knowledge sharing in learning networks

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Sloep, Peter

    2010-01-01

    Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010, 15 April). Mechanisms of peer tutoring on optimizing cognitive load during knowledge sharing in learning networks. Presentation at NELLL Colloqium, Heerlen, The Netherlands: Open University of the Netherlands.

  1. Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Sloep, Peter

    2010-01-01

    Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010). Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective. ICO-Toogdag. November, 4, 2010, Amstelveen, The Netherlands: VU Amsterdam.

  2. 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.

  3. Peer-Allocated Instant Response (PAIR): Computional allocation of peer tutors in learning communities

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2007). Peer-Allocated Instant Response (PAIR): Computational allocation of peer tutors in learning communities. Journal of Artificial Societies and Social Simulation, http://jasss.soc.surrey.ac.uk/10/2/5.html

  4. 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.

  5. Accelerating Development of Expertise: A Digital Tutor for Navy Technical Training

    Science.gov (United States)

    2014-11-01

    effectiveness of “ clinical ” with “statistical” decision - making . In these comparisons, researchers used regression analysis to capture as accurately...contribution to successful problem- solving, decision - making , and learning seem in order. 7. Mixed-Initiative Dialogue The DARPA Digital Tutor relied... tutor for every student is, with few exceptions, obvious and decisive . Over the last 50 years, this understanding has motivated the development of

  6. Experiences of clinical tutors with English as an additional language (EAL) students.

    Science.gov (United States)

    Lu, Hongyan; Maithus, Caroline

    2012-11-01

    Clinical tutors, referred to in the international literature as clinical supervisors, facilitators, mentors or instructors, are responsible for providing and supervising workplace learning opportunities for groups of Bachelor of Nursing (BN) students. They also play a key role in assessing students. The role modeling and support provided by both clinical tutors and registered nurses (RN) or nurse preceptors helps students become familiar with the language in which nursing work is realised. As BN student cohorts in New Zealand have become more diverse in terms of cultures, ethnicities and language backgrounds, clinical tutors have to directly facilitate the development of context-specific and client-focused communication skills for students who speak English as an additional language. We undertook a study which looked at the perceptions of new nursing graduates with English as an additional language (EAL) on the development of spoken language skills for the clinical workplace. As well as interviewing graduates, we spoke to four clinical tutors in order to elicit their views on the language development of EAL students in previous cohorts. This article reports on the themes which emerged from the interviews with the tutors. These include goal setting for communication, integrating students into nursing work, making assessment less stressful, and endorsing independent learning strategies. Based on their observations and on other published research we make some suggestions about ways both clinical tutors and EAL students within their teaching groups could be supported in the development of communication skills for clinical practice.

  7. 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.

  8. "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.

  9. The role of tutoring in higher education: improving the student’s academic success and professional goals

    Directory of Open Access Journals (Sweden)

    Nuria Ruiz

    2014-06-01

    Full Text Available Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student’s academic success and professional goals. It is also in line with the policies of the European Union for improving the integration of lifelong guidance into lifelong learning strategies. This article reviews the process of implementing tutorial action plans in Catalan universities, with particular emphasis on the Universitat Rovira i Virgili. The training and functions of tutors, the recognition of the tutoring task and the tools available to tutors at the URV are described.

  10. 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

  11. Comunidades Virtuales de Práctica: una alternativa a la formación permanente del profesorado mediante la tutoría entre iguales

    OpenAIRE

    2015-01-01

    [ES]Se estudia la formación que adquiere el profesorado al participar en la comunidad virtual de práctica "Internet en el Aula", conociendo si se presenta ante el profesorado como una alternativa capaz de satisfacer sus necesidades de formación permanente, mediada por la tutoría entre iguales que se produce en el intercambio de conocimientos que se realizan en su seno. Con la finalidad de proporcionar datos, a tener en cuenta al organizar la nueva formación permanente del profesorado en l...

  12. Novel RNA viruses producing simultaneous covert infections in Ceratitis capitata. Correlations between viral titers and host fitness, and implications for SIT programs.

    Science.gov (United States)

    Llopis-Giménez, Angel; Maria González, Rosa; Millán-Leiva, Anabel; Catalá, Marta; Llacer, Elena; Urbaneja, Alberto; Herrero, Salvador

    2017-02-01

    The Mediterranean fruit fly (medfly), Ceratitis capitata is a highly polyphagous pest, which infests multiple species of fruits and vegetables worldwide. In addition to the traditional control with chemical insecticides, sterile insect technique (SIT) has been implemented in integrated programs worldwide, and has become an essential measure for the control of this pest. A key issue for SIT is to release sterile males that are sufficiently competitive with males from the wild population. Using sequence information available in public databases, three novel picornaviruses infecting medflies were discovered and named as C. capitata iflavirus 1 and 2 (CcaIV1 and CcaIV2), and C. capitata noravirus (CcaNV). Additional analyses have revealed the presence of CcaIV2 and CcaNV covertly infecting most of the medfly strains used in the different SIT programs around the world, as well as in field captures in the east of Spain. High viral titers of CcaNV were associated with a reduction in the lifespan of males released to the field for the control of this pest, suggesting the possibility that CcaNV may impair the fitness of sterile flies produced by SIT programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Program and plans of the U.S. Geological Survey for producing information needed in National Seismic hazards and risk assessment, fiscal years 1980-84

    Science.gov (United States)

    Hays, Walter W.

    1979-01-01

    In accordance with the provisions of the Earthquake Hazards Reduction Act of 1977 (Public Law 95-124), the U.S. Geological Survey has developed comprehensive plans for producing information needed to assess seismic hazards and risk on a national scale in fiscal years 1980-84. These plans are based on a review of the needs of Federal Government agencies, State and local government agencies, engineers and scientists engaged in consulting and research, professional organizations and societies, model code groups, and others. The Earthquake Hazards Reduction Act provided an unprecedented opportunity for participation in a national program by representatives of State and local governments, business and industry, the design professions, and the research community. The USGS and the NSF (National Science Foundation) have major roles in the national program. The ultimate goal of the program is to reduce losses from earthquakes. Implementation of USGS research in the Earthquake Hazards Reduction Program requires the close coordination of responsibility between Federal, State and local governments. The projected research plan in national seismic hazards and risk for fiscal years 1980-84 will be accomplished by USGS and non-USGS scientists and engineers. The latter group will participate through grants and contracts. The research plan calls for (1) national maps based on existing methods, (2) improved definition of earthquake source zones nationwide, (3) development of improved methodology, (4) regional maps based on the improved methodology, and (5) post-earthquake investigations. Maps and reports designed to meet the needs, priorities, concerns, and recommendations of various user groups will be the products of this research and provide the technical basis for improved implementation.

  14. A Literature Review of Afterschool Mentoring Programs for Children at Risk

    Science.gov (United States)

    McDaniel, Sara; Yarbrough, Anna-Margaret

    2016-01-01

    Afterschool programs such as tutoring and school-based or community-based programs have effectively functioned as prevention and intervention programs for children at risk. This literature review focuses on afterschool mentoring programs for children at risk. The purpose of reviewing the literature was to (a) determine the breadth and scope of the…

  15. Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

    Science.gov (United States)

    Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Johannes Bugaj, Till; Nikendei, Christoph

    2017-05-01

    In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors

  16. 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.

  17. The Role of the Tutor in a College of Further Education: A Comparison of Skills Used by Personal Tutors and by Student Counsellors When Working with Students in Distress.

    Science.gov (United States)

    Hart, Nicola

    1996-01-01

    Compares the personal counseling role of the college tutor with the work of the trained student counselor. Found that a lot of role confusion exists, that untrained tutors use a smaller range of skills than counselors, and that they tend more toward advice giving and directive techniques. They feel unprepared and unsupported in their counseling…

  18. 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

  19. From Generating in the Lab to Tutoring Systems in Classrooms.

    Science.gov (United States)

    McNamara, Danielle S; Jacovina, Matthew E; Snow, Erica L; Allen, Laura K

    2015-01-01

    Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.

  20. Tutoring math platform accessible for visually impaired people.

    Science.gov (United States)

    Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

    2017-06-03

    There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Educational Competitions of the Family Doctor in their Acting as Tutor in the Career of Medicine

    Directory of Open Access Journals (Sweden)

    José de la Caridad Lorenzo López

    2012-06-01

    Full Text Available Background: for the identification of a group of competitions characteristic of the educational work of the Family doctors that you/they act as tutors in the formative scenarios of the Primary Attention of Health in University Policlínico Cecilio Ruíz of Zárate. Objective: to identify the educational main competitions of the doctors of the family like tutors in the career of Medicine, in the Area II of the municipality of Cienfuegos. Method: pedagogic investigation of descriptive type in the mark of the medical education that looked for to define the group of educational basic competitions, what can favor a pedagogic management of more quality in the medical clinics as formative scenario of University Policlínico Cecilio Ruíz of Zárate during the year 2010. Results: 61,5% of our tutors has more than 10 years of medical formation; more than the half, their 73.1% is not categorized, 84.6% is specialist of general integral medicine, but of the half they received the preparation shop for tutors and 96.2% they consider the basic competitions as very important. Conclusion: deficiencies exist in the way of the tutor's performance for categorized personnel's lack, pedagogic scarce preparation and the assistance load of the professors in the primary attention of health.

  2. Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

    Science.gov (United States)

    Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

    2016-08-22

    Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

  3. From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

    Science.gov (United States)

    Wang, Qing; Li, Huiping; Pang, Weiguo

    2016-01-01

    Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

  4. Peer assisted learning in patient-centred interviewing: the impact on student tutors.

    Science.gov (United States)

    Nestel, Debra; Kidd, Jane

    2005-08-01

    Effective methods for teaching patient-centred interviewing skills are resource intensive. Providing students the opportunity to work in small groups with simulated patients is highly valued and has demonstrable long-term benefits. Expanding cohorts of medical students and diminishing faculty resources led to the implementation of a peer assisted learning (PAL) project in patient-centred interviewing skills. The paper reports the evaluation of a PAL project on student tutors. The methodology included direct and indirect measures of student tutors' skills in facilitation and patient-centred interviewing. The self-report evaluations strongly suggest that participating in a PAL project has substantial benefits for student tutors that included both interviewing and facilitation skills. Objective measures revealed no change in patient-centred interviewing skills after participating in the project. The study concludes that formalizing PAL may tap a valuable resource within the medical school and provide benefits for student tutors. Careful consideration needs to be given to ways in which student tutors are supported before, during and after the project.

  5. The impact of interdependent cross -age peer tutoring on social and mathematics self-concepts

    Directory of Open Access Journals (Sweden)

    Mirjan Zeneli

    2016-05-01

    Full Text Available This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, ‘Interdependent Cross Age-Peer Tutoring’ (ICAT, on the socio-academic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post-test quasi experimental design and one school (school C adopted a single group design. In school A Year 8 students tutored Year 6 (n=201, in school B Year 9 students tutored Year 7 (n=115, and in school C Year 10 students tutored Year 8 (n=102. ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school -planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.

  6. A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability.

    Science.gov (United States)

    Dolmans, Diana H J M; Ginns, Paul

    2005-09-01

    The tutor plays a central role in problem-based learning (PBL). In many PBL-curricula the effectiveness of the tutor is evaluated in order to provide tutors with feedback. In the literature, several tutor evaluation instruments have been described. The problem with many of these instruments is that they are quite long, due to which students become 'tired' of filling them out. Using a short questionnaire is more convenient for students, but the question is whether such a short instrument can be valid and reliable. The purpose of this article is to demonstrate the validity and reliability of a short questionnaire (11 items), representing five underlying factors. A confirmatory factor analysis was carried out to assess the adequacy of the five factors. The results demonstrated that the five factor model had a good fit to the data. The alpha coefficients also demonstrated acceptable levels. In conclusion, the short tutor evaluation instrument (11 items) is reliable and valid and can be used for formative and summative purposes.

  7. 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.

  8. 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.

  9. 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.

  10. El seguimiento de la tutoría personalizada en la Universidad de Colima mediante tecnologías de información

    National Research Council Canada - National Science Library

    Fuentes Covarrubias, Ricardo; Fuentes Covarrubias, Andrés Gerardo; Rodríguez Moreno, Alfredo; Parada Sandoval, María Isabel

    2009-01-01

    ... de la tutoría personalizada, para lo cual se diseñó un software mediante el cual se automatiza la tutoría personalizada y se da seguimiento al proceso desde la etapa de registro o alta, las entrevistas entre tutor y tutorado, el plan de trabajo, así...

  11. E-Tutoring lnteraction Strategy in Distance Video Conference System%基于远程视频会议系统的在线辅导教学交互策略

    Institute of Scientific and Technical Information of China (English)

    张晨婧仔; 焦建利

    2014-01-01

    With the development of information technology, people are involved into the open flexible network with more chances of the high quality education resources and the personalized learning. One-to-one personalized e-tuto-ring becomes a new way for K-12 students to access educational opportunities and programs outside of the traditional classroom. At the same time, e-learning provides the convenience for teachers' teaching which is no longer being re-stricted by time, space and other conditions. Through the literature review, the authors found that the quantity and quality of researches on the interaction of e-tutoring are not optimistic. Particularly in the field of primary education, there exist few researches on the interac-tion in online e-tutoring. At the same time, through the investigation and analysis of the e-tutoring practice, the au-thors found that the practitioners did not pay much attention to the importance of interaction as well. This study aims to build an e-tutoring interaction strategy based on the real-time online video conference system JoinNet, and hopes to help students engage e-tutoring better. Based on social constructivism learning theory, instruc-tional design theory, activity learning theory, the theory of communication in second language acquisition and the in-teraction theory in distance education, and based on the analysis of interaction characteristics of learners attending e-tutoring, the study developed an interaction strategy for e-tutoring in the real-time online video conference system JoinNet. And then, the study revised the interaction strategy through three rounds of action research with 20 teachers and students respectively. The authors also measured the effect of the interaction strategy. This study uses action research as the research framework, and integrates questionnaire investigation, interview, case analysis, content analysis and other research methods. This study also applies qualitative research and quantita

  12. TrAVis to Enhance Online Tutoring and Learning Activities: Real-Time Visualization of Students Tracking Data

    Science.gov (United States)

    May, Madeth; George, Sebastien; Prevot, Patrick

    2011-01-01

    Purpose: This paper presents a part of our research work that places an emphasis on Tracking Data Analysis and Visualization (TrAVis) tools, a web-based system, designed to enhance online tutoring and learning activities, supported by computer-mediated communication (CMC) tools. TrAVis is particularly dedicated to assist both tutors and students…

  13. The Effectiveness of Peer Tutoring in Remedying Misconceptions of Operating System Concepts: A Design-Based Approach

    Science.gov (United States)

    Çakiroglu, Ünal; Öngöz, Sakine

    2017-01-01

    This study attempted to examine students' experiences on collaborative work with peer tutoring in projects. The study also focused impact of peer tutoring on remedying misconceptions. The study was conducted in the context of an operating system course in which 30 pre-service ICT teachers are the participants. Data were gathered from pre-tests,…

  14. Theories of Specialized Discourses and Writing Fellows Programs

    Science.gov (United States)

    Severino, Carol; Trachsel, Mary

    2008-01-01

    How much do specialized academic discourse communities matter to undergraduate writers? To what degree should theories of specialized discourses influence the design of undergraduate Writing Across the Curriculum (WAC) programs? At the University of Iowa, where an undergraduate Writing Fellows program engages peer tutors in writing-intensive…

  15. Nursing Students' and Tutors' Satisfaction With a New Clinical Competency System Based on the Nursing Interventions Classification.

    Science.gov (United States)

    Iglesias-Parra, Maria Rosa; García-Mayor, Silvia; Kaknani-Uttumchandani, Shakira; León-Campos, Álvaro; García-Guerrero, Alfonso; Morales-Asencio, José Miguel

    2016-10-01

    To assess students' satisfaction with their clinical tutors, their clinical practices, and tutors' satisfaction with the new approach of clinical placements and tutorship. A cross-sectional study was used, with a study population of second and third year nursing students and clinical tutors. Global satisfaction was 7.47 (SD 1.61) (range from 1 to 9). Regarding students' satisfaction, 75.67% of the items were equal to or greater than 4 (range from 1 to 5). The overall mean score was 4.05 (DE 1.08). A competency-structured practicum, assessed through the Nursing Interventions Classification and supported on information and communications technologies, is a reliable and valid method that encourages students and tutors to an active participation, and implies a high degree of satisfaction in both tutors and students. © 2015 NANDA International, Inc.

  16. Matching tutor to student: rules and mechanisms for efficient two-stage learning in neural circuits

    CERN Document Server

    Tesileanu, Tiberiu; Balasubramanian, Vijay

    2016-01-01

    Existing models of birdsong learning assume that brain area LMAN introduces variability into song for trial-and-error learning. Recent data suggest that LMAN also encodes a corrective bias driving short-term improvements in song. These later consolidate in area RA, a motor cortex analogue downstream of LMAN. We develop a new model of such two-stage learning. Using a stochastic gradient descent approach, we derive how 'tutor' circuits should match plasticity mechanisms in 'student' circuits for efficient learning. We further describe a reinforcement learning framework with which the tutor can build its teaching signal. We show that mismatching the tutor signal and plasticity mechanism can impair or abolish learning. Applied to birdsong, our results predict the temporal structure of the corrective bias from LMAN given a plasticity rule in RA. Our framework can be applied predictively to other paired brain areas showing two-stage learning.

  17. Reading comprehension competence approach and the role of tutors in primary education

    Directory of Open Access Journals (Sweden)

    María Gabriela Luna Pérez

    2015-05-01

    Full Text Available The teaching of reading and reading comprehension by the tudents has been the object of study of several researchers and has been frequently approach as a process of developing skills. In recent years a new competence approach has become popular. This article is aimed at describing a proposal for teaching reading at primary education by means of tutors focusing competence development. Taking Tobon’s contribution in the description of competency structure as starting point, the role of tutors is iewed as a n alternative for developing reading comprehension competence by means of comprehensive models under professional guidance in a suitable learning environment that favors the fulfillment of the pedagogical objectives set in advance. The reading comprehension competence described includes skills, abilities, morals, attitude and capacities of pupils and tutors involved. The article fully describes the training and developing process of reading comprehensions competence.

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

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    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.

  19. Peer Tutoring with QUICK Method vs. Task Based Method on Reading Comprehension Achievement

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    Sri Indrawati

    2017-07-01

    Full Text Available This study is a quasi-experimental research analyzing the reading comprehension achievement of the eleventh graders of Senior High School in Surabaya. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement. Besides for increasing the students’ reading achievement, this study has the main purpose to give a variation in teacher’s teaching reading techniques. This study uses independent samples t-test and paired samples t-test to indicate the students’ significant difference in achieving the reading comprehension in peer tutoring with QUICK method and task based method. Keywords: Peer tutoring with QUICK method, Task-based method, T-test, Reading achievement

  20. A Study of the Relationship Between Tutor's Personality and Teaching Effectiveness: Does culture make a difference?

    Directory of Open Access Journals (Sweden)

    Bobbie Chan

    2002-10-01

    Full Text Available Good tutoring requires appropriate interpersonal and pedagogical skills. Tutor personality is a major factor affecting how tutors communicate and deals with students, and yet it is a largely unexplored context of distance education. Using the Chinese Personality Assessment Inventory (CPAI* this paper examines how the personality of tutors’ affects their teaching effectiveness at a distance learning institution in Hong Kong. The results are compared to those reported by Chan (2001 in a similar study using the Myers-Briggs Type Indicator (MBTI. The results indicate that certain scales on the Chinese Tradition factor of the CPAI are significantly related to tutors’ teaching performance, and that the MBTI could not subsume all the CPAI scales. Future research with the CPAI should explore whether this Chinese Tradition factor is unique to the Chinese culture or whether it comprises elements of a universal domain useful in understanding key interpersonal aspects of personality that have been absent from Western personality inventories.