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Sample records for tutoring system aleks

  1. Effects of Intelligent Tutoring Systems in Basic Algebra Courses on Subsequent Mathematics Lecture Courses

    Science.gov (United States)

    Hrubik-Vulanovic, Tatjana

    2013-01-01

    The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style:…

  2. Effects of Intelligent Tutoring Systems in Basic Algebra Courses on Subsequent Mathematics Lecture Courses

    Science.gov (United States)

    Hrubik-Vulanovic, Tatjana

    2013-01-01

    The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style:…

  3. A Mixed-Methods Assessment of Using an Online Commercial Tutoring System to Teach Introductory Statistics

    Science.gov (United States)

    Xu, Yonghong Jade; Meyer, Katrina A.; Morgan, Dianne D.

    2009-01-01

    This study used a mixed-methods approach to evaluate a hybrid teaching format that incorporated an online tutoring system, ALEKS, to address students' learning needs in a graduate-level introductory statistics course. Student performance in the hybrid course with ALEKS was found to be no different from that in a course taught in a traditional…

  4. 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)

  5. 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.

  6. 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,…

  7. 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)

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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...

  14. 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…

  15. 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.

  16. 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.

  17. 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.

  18. 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

  19. Tutoring System for Dance Learning

    CERN Document Server

    Kannan, Rajkumar; Ramadoss, Balakrishnan

    2010-01-01

    Recent advances in hardware sophistication related to graphics display, audio and video devices made available a large number of multimedia and hypermedia applications. These multimedia applications need to store and retrieve the different forms of media like text, hypertext, graphics, still images, animations, audio and video. Dance is one of the important cultural forms of a nation and dance video is one such multimedia types. Archiving and retrieving the required semantics from these dance media collections is a crucial and demanding multimedia application. This paper summarizes the difference dance video archival techniques and systems. Keywords: Multimedia, Culture Media, Metadata archival and retrieval systems, MPEG-7, XML.

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. 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

  5. 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,…

  6. 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

  7. 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.

  8. 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…

  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. 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…

  11. 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…

  12. 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

  13. 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

  14. 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…

  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. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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.…

  2. 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...

  3. 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.

  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. 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.

  6. 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.

  7. 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

  8. 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.

  9. Intelligent Tutoring Systems: Past, Present, and Future.

    Science.gov (United States)

    1994-05-01

    system with intermediate representations (Technical Report). Pittsburgh, PA : University of Pitburgh, Learning Research & Development Center. Bower, G...New York: Holt Rinehart & Winston. Olaser, R. (1976). hbe processes of intelligence and educaion , In L. B. Resnick (Ed.), Mx nmioflmrwlmxz, (pp. 341

  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. 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…

  12. 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.

  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. 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.

  15. 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…

  16. 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

  17. 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

  18. 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.

  19. Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics

    Science.gov (United States)

    Korsakova, Tatiana; Korsakov, Mikhail

    2017-01-01

    The purpose of this study is to identify the sources of harmonizing employers' orders in business and graduates of higher education. According to challenges posed by the economic environment the development of tutor-support system has the great potential to solve the problem. In the paper trends of modern specialists' educational preparation are…

  20. Knowledge acquisition and representation for the Systems Test and Operations Language (STOL) Intelligent Tutoring System (ITS)

    Science.gov (United States)

    Seamster, Thomas L.; Eike, David R.; Ames, Troy J.

    1990-01-01

    This presentation concentrates on knowledge acquisition and its application to the development of an expert module and a user interface for an Intelligent Tutoring System (ITS). The Systems Test and Operations Language (STOL) ITS is being developed to assist NASA control center personnel in learning a command and control language as it is used in mission operations rooms. The objective of the tutor is to impart knowledge and skills that will permit the trainee to solve command and control problems in the same way that the STOL expert solves those problems. The STOL ITS will achieve this object by representing the solution space in such a way that the trainee can visualize the intermediate steps, and by having the expert module production rules parallel the STOL expert's knowledge structures.

  1. Contributions of Minimax Theory to Instructional Decision Making in Intelligent Tutoring Systems.

    Science.gov (United States)

    Vos, H. J.

    1999-01-01

    Formulates decision rules for adapting the appropriate amount of instruction to learning needs in intelligent-tutoring systems. Highlights include minimax decision theory (a minimum information approach), a binomial model, and a comparison of the Bayesian decision component in the Minnesota Adaptive Instructional System and the minimax strategy.…

  2. 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

  3. 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,…

  4. Designing a Feedback Component of an Intelligent Tutoring System for Foreign Language

    Science.gov (United States)

    Ferreira, Anita; Atkinson, John

    In this paper, we provide a model of corrective feedback generation for an intelligent tutoring system for Spanish as a Foreign Language. We have studied two kind of strategies: ( 1) Giving-Answer Strategies (GAS), where the teacher directly gives the desired target form or indicates the location of the error, and (2) Prompting-Answer Strategies (PAS), where the teacher pushes the student less directly to notice and repair their own error. Based on different experimental settings and comparisons with face-to-face tutoring mode, we propose the design of a component of effective teaching strategies into ITS for Spanish as a foreign language.

  5. 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 ...

  6. 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…

  7. Beyond Intelligent Tutoring Systems: Using Computers as METAcognitive Tools To Enhance Learning?

    Science.gov (United States)

    Azevedo, Roger

    2002-01-01

    Framed by theoretical and empirical research on cognitive and intelligent tutoring systems (ITSs), this commentary explores two areas. The first focuses on lack of conceptual clarity of the proposed constructivist stance and its related constructs. The second deals with similarities between the proposed stance and existing approaches documented in…

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

    Science.gov (United States)

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

    2012-01-01

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

  9. Evaluation of AnimalWatch: An Intelligent Tutoring System for Arithmetic and Fractions

    Science.gov (United States)

    Beal, Carole R.; Arroyo, Ivon M.; Cohen, Paul R.; Woolf, Beverly P.

    2010-01-01

    Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students' math problem solving. Results indicated that students improved from pre to…

  10. Expanding the Space of Plausible Solutions in a Medical Tutoring System for Problem-Based Learning

    Science.gov (United States)

    Kazi, Hameedullah; Haddawy, Peter; Suebnukarn, Siriwan

    2009-01-01

    In well-defined domains such as Physics, Mathematics, and Chemistry, solutions to a posed problem can objectively be classified as correct or incorrect. In ill-defined domains such as medicine, the classification of solutions to a patient problem as correct or incorrect is much more complex. Typical tutoring systems accept only a small set of…

  11. Expanding the Space of Plausible Solutions in a Medical Tutoring System for Problem-Based Learning

    Science.gov (United States)

    Kazi, Hameedullah; Haddawy, Peter; Suebnukarn, Siriwan

    2009-01-01

    In well-defined domains such as Physics, Mathematics, and Chemistry, solutions to a posed problem can objectively be classified as correct or incorrect. In ill-defined domains such as medicine, the classification of solutions to a patient problem as correct or incorrect is much more complex. Typical tutoring systems accept only a small set of…

  12. Evaluating an Intelligent Tutoring System for Design Patterns: The DEPTHS Experience

    Science.gov (United States)

    Jeremic, Zoran; Jovanovic, Jelena; Gasevic, Dragan

    2009-01-01

    The evaluation of intelligent tutoring systems (ITSs) is an important though often neglected stage of ITS development. There are many evaluation methods available but literature does not provide clear guidelines for the selection of evaluation method(s) to be used in a particular context. This paper describes the evaluation study of DEPTHS, an…

  13. A computerized tutor prototype for prostate cryotherapy: key building blocks and system evaluation

    Science.gov (United States)

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

    2017-02-01

    This paper focuses on the evaluation of a prototype for a computer-based tutoring system for prostate cryosurgery, while reviewing its key building blocks and their benchmark performance. The tutoring system lists geometrical constraints of cryoprobe placement, displays a rendered shape of the prostate, simulates cryoprobe insertion, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a pre-selected planning isotherm. The quality of trainee planning is measured in comparison with a computergenerated plan, created for each case study by a previously developed planning algorithm, known as bubble-packing. While the tutoring level in this study aims only at geometrical constraints on cryoprobe placement and the resulting thermal history, it creates a unique opportunity to gain insight into the process outside of the operation room. System validation of the tutor has been performed by collecting training data from surgical residents, having no prior experience or advanced knowledge of cryotherapy. Furthermore, the system has been evaluated by graduate engineering students having no formal education in medicine. In terms of match between a planning isotherm and the target region shape, results demonstrate medical residents' performance improved from 4.4% in a pretest to 37.8% in a posttest over a course of 50 minutes of training (within 10% margins from a computer-optimized plan). Comparing those results with the performance of engineering students indicates similar results, suggesting that planning of the cryoprobe layout essentially revolves around geometric considerations.

  14. An Intelligent Tutoring System for Learning Chinese with a Cognitive Model of the Learner

    Science.gov (United States)

    Kosek, Michal; Lison, Pierre

    2014-01-01

    We present an intelligent tutoring system that lets students of Chinese learn words and grammatical constructions. It relies on a Bayesian, linguistically motivated cognitive model that represents the learner's knowledge. This model is dynamically updated given observations about the learner's behaviour in the exercises, and employed at runtime to…

  15. 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…

  16. 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…

  17. 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…

  18. Artificial intelligence and tutoring systems computational and cognitive approaches to the communication of knowledge

    CERN Document Server

    Wenger, Etienne

    2014-01-01

    Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge focuses on the cognitive approaches, methodologies, principles, and concepts involved in the communication of knowledge. The publication first elaborates on knowledge communication systems, basic issues, and tutorial dialogues. Concerns cover natural reasoning and tutorial dialogues, shift from local strategies to multiple mental models, domain knowledge, pedagogical knowledge, implicit versus explicit encoding of knowledge, knowledge communication, and practical and theoretic

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

    Science.gov (United States)

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

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

  1. 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…

  2. Geology of the Šalek valley and the surrounding areas from written sources

    Directory of Open Access Journals (Sweden)

    Aleksander Brezigar

    2007-12-01

    Full Text Available In the paper are presented the oldest written records on Natural History, and especially the Earth Sciences concerning the [alek valley and surroundings, and that are of exceptionalcultural heritage value. We translated from archaic German a text by Hacquet from 1784 that discusses the Dobrna hot springs, and supplied it with explanations and comments.Added is the copy of a part of Hacquet’s lithohydrographic map with Šalek valley in its centre, and with our geologic explanations. Among the first geologists(geognostswho studied the Šalek valley the German Keferstein should be mentioned, also author of the first geologic map of Germany,Studer,thewell-known Swiss geologist and founder of the Swiss Geologic Survey, and Ami Boué, one of founders of the French Geologic Society.The first modern geologic map of most of the [alek valley and Dobrna depression was elaborated between 1854 and 1856 by Marko Vincenc Lipold, the first geologist of Slovene origin and for many years the general manager of the Idrija mercury mine. The paper overs also the year 1875 when by drilling through the main lignite seam the rich Velenje coal deposit was recognized. This is considered the starting year of exploitation of the Velenje colliery.

  3. Development and Effectiveness Analysis of a Personalized Ubiquitous Multi-Device Certification Tutoring System Based on Bloom's Taxonomy of Educational Objectives

    Science.gov (United States)

    Hwang, Gwo-Haur; Chen, Beyin; Huang, Cin-Wei

    2016-01-01

    In recent years, with the gradual increase in the importance of professional certificates, improvement in certification tutoring systems has become more important. In this study, we have developed a personalized ubiquitous multi-device certification tutoring system (PUMDCTS) based on "Bloom's Taxonomy of Educational Objectives," and…

  4. Student Modelling in an Intelligent Tutoring System for the Passive Voice of English Language

    Directory of Open Access Journals (Sweden)

    Dimitris Maras

    2000-01-01

    Full Text Available This paper describes an intelligent multimedia tutoring system for the passive voice of the English grammar. The system may be used to present theoretical issues about the passive voice and to provide exercises that the student may solve. The main focus of the tutor is on the student's error diagnosis process, which is performed by the student modelling component. When the student types the solution to an exercise, the system examines the correctness of the answer. If the student's answer has been erroneous it attempts to diagnose the underlying misconception of the mistake. In order to provide individualised help, the system holds a profile for every student, the long term student model. The student’s progress and his/her usual mistakes are recorded to this long term student model. This kind of information is used for the individualised error diagnosis of the student in subsequent sessions. In addition, the information stored about the student can also be used for the resolution of an arising ambiguity, as to what the underlying cause of a student error has been.

  5. Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics

    Science.gov (United States)

    Nakamura, Christopher M.; Murphy, Sytil K.; Christel, Michael G.; Stevens, Scott M.; Zollman, Dean A.

    2016-06-01

    Computer-automated assessment of students' text responses to short-answer questions represents an important enabling technology for online learning environments. We have investigated the use of machine learning to train computer models capable of automatically classifying short-answer responses and assessed the results. Our investigations are part of a project to develop and test an interactive learning environment designed to help students learn introductory physics concepts. The system is designed around an interactive video tutoring interface. We have analyzed 9 with about 150 responses or less. We observe for 4 of the 9 automated assessment with interrater agreement of 70% or better with the human rater. This level of agreement may represent a baseline for practical utility in instruction and indicates that the method warrants further investigation for use in this type of application. Our results also suggest strategies that may be useful for writing activities and questions that are more appropriate for automated assessment. These strategies include building activities that have relatively few conceptually distinct ways of perceiving the physical behavior of relatively few physical objects. Further success in this direction may allow us to promote interactivity and better provide feedback in online learning systems. These capabilities could enable our system to function more like a real tutor.

  6. Foreign Language Tutoring in Oral Conversations Using Spoken Dialog Systems

    Science.gov (United States)

    Lee, Sungjin; Noh, Hyungjong; Lee, Jonghoon; Lee, Kyusong; Lee, Gary Geunbae

    Although there have been enormous investments into English education all around the world, not many differences have been made to change the English instruction style. Considering the shortcomings for the current teaching-learning methodology, we have been investigating advanced computer-assisted language learning (CALL) systems. This paper aims at summarizing a set of POSTECH approaches including theories, technologies, systems, and field studies and providing relevant pointers. On top of the state-of-the-art technologies of spoken dialog system, a variety of adaptations have been applied to overcome some problems caused by numerous errors and variations naturally produced by non-native speakers. Furthermore, a number of methods have been developed for generating educational feedback that help learners develop to be proficient. Integrating these efforts resulted in intelligent educational robots — Mero and Engkey — and virtual 3D language learning games, Pomy. To verify the effects of our approaches on students' communicative abilities, we have conducted a field study at an elementary school in Korea. The results showed that our CALL approaches can be enjoyable and fruitful activities for students. Although the results of this study bring us a step closer to understanding computer-based education, more studies are needed to consolidate the findings.

  7. Perceived Task-Difficulty Recognition from Log-File Information for the Use in Adaptive Intelligent Tutoring Systems

    Science.gov (United States)

    Janning, Ruth; Schatten, Carlotta; Schmidt-Thieme, Lars

    2016-01-01

    Recognising students' emotion, affect or cognition is a relatively young field and still a challenging task in the area of intelligent tutoring systems. There are several ways to use the output of these recognition tasks within the system. The approach most often mentioned in the literature is using it for giving feedback to the students. The…

  8. Perceived Task-Difficulty Recognition from Log-File Information for the Use in Adaptive Intelligent Tutoring Systems

    Science.gov (United States)

    Janning, Ruth; Schatten, Carlotta; Schmidt-Thieme, Lars

    2016-01-01

    Recognising students' emotion, affect or cognition is a relatively young field and still a challenging task in the area of intelligent tutoring systems. There are several ways to use the output of these recognition tasks within the system. The approach most often mentioned in the literature is using it for giving feedback to the students. The…

  9. Lessons Drawn from Implementation of Online Tutoring System in Physics Courses

    CERN Document Server

    Goldman, Itzhak

    2007-01-01

    The online tutoring system CAPA was implemented at Afeka College in the academic year 2000-2001 in calculus based physics courses. It was used also in the academic year 2001-2002 and was very successful in improving understanding and achievements of the students. The paper describes the system features and the case study of its implementation. Lessons drawn from use of the CAPA system are discussed. The system no doubt contributed significantly to increased understanding and higher achievements in the final exams. This was at a price that students felt that they had to devote more time to study than traditionally required. The instructor has to invest more time than traditionally done in composing new problems and managing the system. However, the increased interaction with the students makes the teaching process much more interesting and rewarding.

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

    Science.gov (United States)

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

    2015-01-01

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

  11. 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)

  12. 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…

  13. Training effectiveness of an intelligent tutoring system for a propulsion console trainer

    Science.gov (United States)

    Johnson, Debra Steele

    1990-01-01

    A formative evaluation was conducted on an Intelligent Tutoring System (ITS) developed for tasks performed on the Propulsion Console. The ITS, which was developed primarily as a research tool, provides training on use of the Manual Select Keyboard (MSK). Three subjects completed three phases of training using the ITS: declarative, speed, and automaticity training. Data were collected on several performance dimensions, including training time, number of trials performed in each training phase, and number of errors. Information was also collected regarding the user interface and content of training. Suggestions for refining the ITS are discussed. Further, future potential uses and limitations of the ITS are discussed. The results provide an initial demonstration of the effectiveness of the Propulsion Console ITS and indicate the potential benefits of this form of training tool for related tasks.

  14. A Web-Based Authoring Tool for Algebra-Related Intelligent Tutoring Systems

    Directory of Open Access Journals (Sweden)

    Maria Virvou

    2000-01-01

    Full Text Available This paper describes the development of a web-based authoring tool for Intelligent Tutoring Systems. The tool aims to be useful to teachers and students of domains that make use of algebraic equations. The initial input to the tool is a "description" of a specific domain given by a human teacher. In return the tool provides assistance at the construction of exercises by the human teacher and then monitors the students while they are solving the exercises and provides appropriate feedback. The tool incorporates intelligence in its diagnostic component, which performs error diagnosis to students’ errors. It also handles the teaching material in a flexible and individualised way.

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

    Directory of Open Access Journals (Sweden)

    Bicans Janis

    2015-12-01

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

  16. 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…

  17. An Approach to Building a Learning Management System that Emphasizes on Incorporating Individualized Dissemination with Intelligent Tutoring

    Science.gov (United States)

    Ghosh, Sreya

    2016-06-01

    This article proposes a new six-model architecture for an intelligent tutoring system to be incorporated in a learning management system with domain-independence feature and individualized dissemination. The present six model architecture aims to simulate a human tutor. Some recent extensions of using intelligent tutoring system (ITS) explores learning management systems to behave as a real teacher during a teaching-learning process, by taking care of, mainly, the dynamic response system. However, the present paper argues that to mimic a human teacher it needs not only the dynamic response but also the incorporation of the teacher's dynamic review of students' performance and keeping track of their current level of understanding. Here, the term individualization has been used to refer to tailor making of contents and its dissemination fitting to the individual needs and capabilities of learners who is taking a course online and is subjected to teaching in absentia. This paper describes how the individual models of the proposed architecture achieves the features of ITS.

  18. An Approach to Building a Learning Management System that Emphasizes on Incorporating Individualized Dissemination with Intelligent Tutoring

    Science.gov (United States)

    Ghosh, Sreya

    2017-02-01

    This article proposes a new six-model architecture for an intelligent tutoring system to be incorporated in a learning management system with domain-independence feature and individualized dissemination. The present six model architecture aims to simulate a human tutor. Some recent extensions of using intelligent tutoring system (ITS) explores learning management systems to behave as a real teacher during a teaching-learning process, by taking care of, mainly, the dynamic response system. However, the present paper argues that to mimic a human teacher it needs not only the dynamic response but also the incorporation of the teacher's dynamic review of students' performance and keeping track of their current level of understanding. Here, the term individualization has been used to refer to tailor making of contents and its dissemination fitting to the individual needs and capabilities of learners who is taking a course online and is subjected to teaching in absentia. This paper describes how the individual models of the proposed architecture achieves the features of ITS.

  19. Designing Intelligent Tutoring Systems: A Personalization Strategy using Case-Based Reasoning and Multi-Agent Systems

    Directory of Open Access Journals (Sweden)

    Carolina GONZÁLEZ

    2013-05-01

    Full Text Available Intelligent Tutoring Systems (ITSs are educational systems that use artificial intelligence techniques for representing the knowledge. ITSs design is often criticized for being a complex and challenging process. In this article, we propose a framework for the ITSs design using Case Based Reasoning (CBR and Multiagent systems (MAS. The major advantage of using CBR is to allow the intelligent system to propose smart and quick solutions to problems, even in complex domains, avoiding the time necessary to derive those solutions from scratch. The use of intelligent agents and MAS architectures supports the retrieval of similar students models and the adaptation of teaching strategies according to the student profile. We describe deeply how the combination of both technologies helps to simplify the design of new ITSs and personalize the e-learning process for each student

  20. A multi-agent system model to integrate Virtual Learning Environments and Intelligent Tutoring Systems

    Directory of Open Access Journals (Sweden)

    Giuffra P.

    2013-03-01

    Full Text Available Virtual learning environments (VLEs are used in distance learning and classroom teaching as teachers and students support tools in the teaching–learning process, where teachers can provide material, activities and assessments for students. However, this process is done in the same way for all the students, regardless of their differences in performance and behavior in the environment. The purpose of this work is to develop an agent-based intelligent learning environment model inspired by intelligent tutoring to provide adaptability to distributed VLEs, using Moodle as a case study and taking into account students’ performance on tasks and activities proposed by the teacher, as well as monitoring his/her study material access.

  1. An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach

    Science.gov (United States)

    Chi, Min; VanLehn, Kurt; Litman, Diane; Jordan, Pamela

    2011-01-01

    Pedagogical strategies are policies for a tutor to decide the next action when there are multiple actions available. When the content is controlled to be the same across experimental conditions, there has been little evidence that tutorial decisions have an impact on students' learning. In this paper, we applied Reinforcement Learning (RL) to…

  2. Effective e-learning for health professional and medical students: the experience with SIAS-Intelligent Tutoring System.

    Science.gov (United States)

    Muñoz, Diana C; Ortiz, Alexandra; González, Carolina; López, Diego M; Blobel, Bernd

    2010-01-01

    Current e-learning systems are still inadequate to support the level of interaction, personalization and engagement demanded by clinicians, care givers, and the patient themselves. For effective e-learning to be delivered in the health context, collaboration between pedagogy and technology is required. Furthermore, e-learning systems should be flexible enough to be adapted to the students' needs, evaluated regularly, easy to use and maintain and provide students' feedback, guidelines and supporting material in different formats. This paper presents the implementation of an Intelligent Tutoring System (SIAS-ITS), and its evaluation compared to a traditional virtual learning platform (Moodle). The evaluation was carried out as a case study, in which the participants were separated in two groups, each group attending a virtual course on the WHO Integrated Management of Childhood Illness (IMCI) strategy supported by one of the two e-learning platforms. The evaluation demonstrated that the participants' knowledge level, pedagogical strategies used, learning efficiency and systems' usability were improved using the Intelligent Tutoring System.

  3. Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems

    NARCIS (Netherlands)

    Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

    Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem.

  4. Fundamentals of the Design and the Operation of an Intelligent Tutoring System for the Learning of the Arithmetical and Algebraic Way of Solving Word Problems

    Science.gov (United States)

    Arnau, David; Arevalillo-Herraez, Miguel; Puig, Luis; Gonzalez-Calero, Jose Antonio

    2013-01-01

    Designers of interactive learning environments with a focus on word problem solving usually have to compromise between the amount of resolution paths that a user is allowed to follow and the quality of the feedback provided. We have built an intelligent tutoring system (ITS) that is able to both track the user's actions and provide adequate…

  5. Factors Affecting Feeling-of-Knowing in a Medical Intelligent Tutoring System: The Role of Immediate Feedback as a Metacognitive Scaffold

    Science.gov (United States)

    El Saadawi, Gilan M.; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S.

    2010-01-01

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support…

  6. Does Supporting Multiple Student Strategies Lead to Greater Learning and Motivation? Investigating a Source of Complexity in the Architecture of Intelligent Tutoring Systems

    Science.gov (United States)

    Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

    2013-01-01

    Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem. But does greater freedom mean that students…

  7. The differential effect of basic mathematics skills homework via a web-based intelligent tutoring system across achievement subgroups and mathematics domains: a randomized field experiment

    NARCIS (Netherlands)

    Bartelet, D.; Ghysels, J.; Groot, W.; Haelermans, C.; Maassen van den Brink, H.

    2016-01-01

    This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system

  8. Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems

    NARCIS (Netherlands)

    Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

    2013-01-01

    Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem.

  9. 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.

  10. 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)

  11. 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)

  12. 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.

  13. Research on Intelligent Tutoring System for Bilingual Course%智能双语教学系统的研究

    Institute of Scientific and Technical Information of China (English)

    胡燕; 王锦程; 侯建华

    2011-01-01

    中的MFC技术构建双语教学软件基本界面,通过调用根据双语课程教学内容要求制作的MS Agent文件,MS Agent动画精灵可将双语教学中的文本通过TTS语音引擎技术以语音的形式输出,通过学习环境与动画形象、音效、动作、表情等的结合,实现交互式学习.这种生动形象的学习形式能充分利用多种信息载体来丰富学习方式,激发学生学习兴趣,有效补充或改善课堂教学中的缺点和不足,能很大程度提高双语教学的效果.%The design of an intelligent tutoring system is proposed based on constructivism and teaching characteristics of bilingual course, in which the function of interaction is prominent and autonomic leaming is emphasized.Implement of design is demonstrated mainly about system function design and bilingual course design about < basis of integrated circuit design>.The main interface of bilingual tutoring system was structured by MFC in Microsoft Visual C++, and interactive leaming was achieved by calling files of MS Agent made according to content of bilingual course,the animation genius of MS Agent outputting text of bilingual teaching in the form of voice was implemented by using TTS voice function, learning environment being combined with animation genius' image, audio effect ,action, expression.The vivid learning form can use fully diverse information carrier to enrich leaming mode, arousing student interest,supplementing effectively the deficiency of classroom teaching as well as improving the effect of bilingual education.

  14. 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.

  15. 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.

  16. Research of Intelligent Tutoring System Based on Mobile System%基于移动端的智能导学系统研究

    Institute of Scientific and Technical Information of China (English)

    唐崇华

    2016-01-01

    Intelligent tutoring system is an indispensable learning tool for autonomous learners in learning society .With in‐telligent tutoring system ,learners can have a plan ,a purpose ,supervised ,an independent learning process .Learners can not only make a study plan according to their own characteristics ,but also carry out a communication with professional lectur‐ers and industry experts without barriers ,improve their professional skills continuously .Intelligent tutoring system based on the mobile side of the full use of the characteristics of mobile devices ,convenient and flexible ,make the ideal state of the 4W(Whoever、Wherever、Whenever、Whatever) of individual education in modern educational technology to a reality .%智能导学系统是学习型社会不可或缺的学习工具。通过智能导学系统,学习者可以有计划、有目的、有监督、循序渐进地自主学习。导学系统不仅可以根据学习者自身特点量身定制学习计划,而且可以和教师、专家进行无障碍交流,不断提高专业技能。基于移动端的智能导学系统,充分利用移动设备方便、灵活的优势,实现了现代教育技术专家所提出的个别化教育4W(Whoever、Wherever、Whenever、Whatever)目标。

  17. ECOLOGICAL REMEDIATION OF THE ŠOŠTANJ THERMAL POWER PLANT WITH RESPECT TO SUSTAINABLE DEVELOPMENT OF THE ŠALEK VALLEY, SLOVENIA

    Directory of Open Access Journals (Sweden)

    Samar Al Sayegh Petkovšek

    2010-01-01

    Full Text Available The Šalek valley used to be exposed to huge amounts of pollutants due to its close vicinity to the largest Slovene thermal power plant of Šoštanj (ŠTPP. Due to large emissions of SO2 and heavy metals as well as dumping of fly ash negative effects on the environment appeared (e.g. forest decline in area exposed to deposition of emission by the ŠTPP, pollution of lake Velenje and the river Paka. Therefore, several ecological remediation measures on the ŠTPP were implemented in the 1990s, and several research projects on reasons and effects of forest decline and degradation of environment began as well. A continuous and marked improving of the condition of both forest and freshwater ecosystems (of lake Velenje and the river Paka after the installation of desulphurization devices on Units 4 and 5 of the ŠTPP and construction of a closed loop system for the ash transportation is emphasized in the present paper.

  18. USE OF LIBRARIES IN OPEN AND DISTANCE LEARNING SYSTEM: Barriers to the Use of AIOU Libraries by Tutors and Students

    Directory of Open Access Journals (Sweden)

    Abdul Jabbar BHATTI,

    2012-04-01

    Full Text Available This study explores; the library needs of students and tutors of Allama Iqbal Open University (AIOU, utilization level of the library facilities and resources, the problems in the use of library, and suggestions for improvement of library facilities for students and tutors. Data collected from 4080 students and 526 tutors belonging to 15 different regional offices showed that students and tutors needed library for various educational purposes, the regional libraries were not being used much, and both tutors and students were facing various problems such as unsuitable library timing, long distance between library and their residence, non availability of latest journals, non availability of required material, lack of temperature control in the library, insufficient study area, lack of latest books, and inadequate staff. For improving library facility at regional level, the students and tutors suggested to; provide more books and journals, expand library timings, arrange library facility at workshop venues, make arrangements to advertise the resources and services at the library to the students, provide computers and internet service, provide trained staff, and arrange partnership with other academic libraries.

  19. 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....

  20. 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…

  1. 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

  2. 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....

  3. 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

  4. 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…

  5. 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…

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

    Science.gov (United States)

    Huang, Hung-Tzu

    2017-01-01

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

  7. 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.

  8. 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…

  9. 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...

  10. 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…

  11. Implementation of Motivational Tactics in Tutoring Systems: 20 Years On

    Science.gov (United States)

    du Boulay, Benedict; del Soldato, Teresa

    2016-01-01

    This paper describes the development and evaluation of a system called MORE (Motivational Reactive Plan) in the 1990s, designed with an explicit strategy to manage the learner's motivation on a minute-by-minute basis. Progress since the system was evaluated is outlined and our current thinking on the larger issues of the role that the learner's…

  12. Artificial Tutoring Systems: What Computers Can and Can't Know.

    Science.gov (United States)

    Frick, Theodore W.

    1997-01-01

    Maccia's epistemology of intelligent natural systems implies that computer systems must develop qualitative intelligence before knowledge representation and natural language understanding can be achieved. Emotion and sensation--capabilities which computers do not currently possess are vital to the growth of the mind (Stanley I. Greenspan).…

  13. 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…

  14. Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On

    Science.gov (United States)

    du Boulay, Benedict; Luckin, Rosemary

    2016-01-01

    Our original paper tried to characterize the richness of the teaching repertoire of expert human teachers and to give a sense of how far there still was to go in the development of pedagogic expertise in AIED systems. It considered three ways in which more expert teaching strategies and tactics might be developed. These were via (i) the…

  15. Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On

    Science.gov (United States)

    du Boulay, Benedict; Luckin, Rosemary

    2016-01-01

    Our original paper tried to characterize the richness of the teaching repertoire of expert human teachers and to give a sense of how far there still was to go in the development of pedagogic expertise in AIED systems. It considered three ways in which more expert teaching strategies and tactics might be developed. These were via (i) the…

  16. Building Learning and Tutoring Tools for Object-Oriented Simulation Systems

    Science.gov (United States)

    1987-07-01

    that MYCIN, an expert system for medical diagnosis, had to be rewritten to provide an improved basis for teaching students medical diagnosis skills...some programming on the part of stu- dents, but the students need little experience as Lisp or ROSS pro- grammers , because we have replaced the notion...negative and positive behavioral characteristics. Thus, picking problems at ran- dom is not likely to teach them anything. In addition, they must

  17. 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…

  18. 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.…

  19. 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.

  20. 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…

  1. 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;…

  2. 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…

  3. 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.…

  4. 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.…

  5. 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…

  6. Pet game-based intelligent tutoring system%基于宠物游戏的智能教学系统

    Institute of Scientific and Technical Information of China (English)

    杜红燕; 曾真; 田兴彦

    2009-01-01

    By artificial pets playing educational roles to extend the student module in intelligent tutoring system (ITS), games have in-corporated with ITS. A new design structure of artificial pet game-based ITS is proposed which makes use of the design experie-nces of both traditional ITS and artificial pet games. The pet module in the structure is flexibly designed, which does track the learner' s activities and analysis their learning progress. Based on this structure, an artificial pet game-based ITS, called space-travel-with-my-pet, is de-veloped bringing educational advantages to the process of learning the elementary fraction knowledge. The testing results show that the pupils pay more attention to the learning environment, can understand and even apply more knowledge in a much shorter time.%通过利用游戏宠物扮演各种教育角色,扩展智能教学系统(intelligent tutoring system,ITS)中的学生模型,从而完成宠物游戏与ITS的有机结合.设计了一个基于宠物游戏的游戏化智能教学系统架构,架构中的宠物模块能记录学习者的学习活动、分析学习者的学习进程.基于该软件架构,实现了一款游戏化智能教学系统--宠物星际旅行,将宠物游戏的游戏化特性引入到了小学分数知识的学习过程中.测试结果表明,学生对该游戏越专注,就能越快地理解和运用所学知识.

  7. 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,…

  8. 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...

  9. A case-study of complex gas-water-rock-pollutants interactions in shallow groundwater: Šalek Valley (Slovenia)

    Science.gov (United States)

    Giammanco, Salvatore; Justin, Barbara; Speh, Natalija; Veder, Marta

    2009-03-01

    The complex geochemical interactions in the groundwater of the industrial area of Šalek Valley (Slovenia) between natural and anthropogenic fluids were studied by means of major (Ca, Mg, Na, K, HCO3 -, Cl- and SO4 2-) and trace elements’ (As , Cd, Cu, Pb, Zn, Hg, Se and V) abundances, geochemical classification and statistical analysis of data. Cation abundances indicate mixing between a dolomitic end-member and an evaporitic or geothermal end-member. Anion abundances indicate mixing between bicarbonate waters and either sulphate-enriched waters (suggesting hydrothermalism) or chlorine-rich waters. Principal component analysis (PCA) allowed the extraction of seven factors, which describe, respectively: water-rock interaction mainly on dolomitic rocks; redox conditions of water; Cd-Zn enrichment in chlorine-rich waters (probably from industrial wastes); hydrothermal conditions in waters close to major faults; Pb and Cu pollution; V and K enrichments, indicating their common organic source; the role of partial pressure of CO2 dissolved in water, which is highest in three wells with bubbling gases. Average underground discharge rates of solutes from the Valley range between 0.09 t/a (V) and 1.8 × 104 t/a (HCO3 -) and indicate how natural fluids can significantly contribute to the levels of elements in the environment, in addition to the amount of elements released by human activities.

  10. 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

  11. 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…

  12. 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…

  13. 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,…

  14. 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…

  15. 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.

  16. 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…

  17. 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)

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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…

  5. 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.…

  6. 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.

  7. [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.

  8. 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.

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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.

  15. 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.

  16. 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.

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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.

  2. 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.

  3. 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…

  4. 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.

  5. GenieTutor: A Computer Assisted Second-Language Learning System Based on Semantic and Grammar Correctness Evaluations

    Science.gov (United States)

    Kwon, Oh-Woog; Lee, Kiyoung; Kim, Young-Kil; Lee, Yunkeun

    2015-01-01

    This paper introduces a Dialog-Based Computer-Assisted second-Language Learning (DB-CALL) system using semantic and grammar correctness evaluations and the results of its experiment. While the system dialogues with English learners about a given topic, it automatically evaluates the grammar and content properness of their English utterances, then…

  6. 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.…

  7. 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.

  8. Mathematical Modeling of Cooperative E-Learning Performance in Face to Face Tutoring (Ant Colony System Approach

    Directory of Open Access Journals (Sweden)

    Hassan Mohammed Mustafa

    2010-11-01

    Full Text Available Investigational analysis and evaluation of cooperative learning phenomenon is an interdisciplinary and challenging educational research issue. Educationalists have been interesting in modeling of human's cooperative learning to investigate its analogy with some learning aspects of observed social insect behavior. Specifically, this paper presents realistic modeling inspired from interdisciplinary integrated fields of ecology, education ,and animal behavior learning sciences. Presented modeling considers cooperative behavioral learning at ant colony system (ACS. That's motivated by qualitative simulation results obtained after running of an ACS algorithm searching for optimal solution of Travelling Salesman Problem (TSP. In the context of computational intelligence ; cooperative ACS algorithm reaches optimal TSP solution analogously to convergence process of Hebbian coincidence learning paradigm. Moreover, suggested mathematical modeling presents diversity of positive interdependence aspect observed during human's interactive cooperative learning. Interestingly, presented analysis and evaluation of mathematically modeled practical insights of adopted phenomenon, may shed light on promising future enhancement of cooperative learning performance.

  9. "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.

  10. 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

  11. 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.

  12. 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.

  13. Intelligent Tutoring Systems Based on the Multi-Agent Systems (ITS-MAS: The Dynamic and Incremental Case Based Reasoning (DICBR Paradigm and the Inverse Longest Common Sub-Sequence (ILCSS in the CEHL

    Directory of Open Access Journals (Sweden)

    El Mokhtar En-Naimi

    2012-11-01

    Full Text Available The major problem of e-learning is often stopped during training. Due to the fact that it is necessary to ensure an individualized and continuous learners follow-up during the learning process. Our work in this field develops the design and implementation of a Multi-Agents System Based on Dynamic Case Based Reasoning which can initiate learning and provide an individualized follow-up of a learner. When interacting with the platform, every learner leaves his/her traces in the machine. These traces are stored in the memory bank, this operation enriches collective past experiences. Via monitoring, comparing and analyzing these traces, the system keeps a constant intelligent watch on the platform, and therefore it detects the difficulties hindering progress, and/or it avoids possible dropping out. The system can support any learning subject. The success of a case-based reasoning system depends critically on the performance of the retrieval step used and, more particularly, on similarity measure used to retrieve source cases that are similar to the learners' traces (traces in progress. We propose a dynamic retrieving method based on a complementary similarity measure, named Inverse Longest Common Sub-Sequence (ILCSS. To guide and help the learner, the system is equipped with combination of human and virtual tutors.

  14. 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...

  15. Application of Tutoring System in the Operation Training between the Clinical Teachers and the Junior Nurses%带教制在护理人员操作培训中的应用

    Institute of Scientific and Technical Information of China (English)

    王倩

    2016-01-01

    Objective To investigate the application of tutoring system in the operation training be-tween the clinical teachers and the junior nurses .Methods The paramedics who have more than 5 yeas clinical work experience , senior title , outstanding work performance ,skilled nursing as well as good com-munication and interpersonal skills were chosen by operation training teacher as “clinical teacher”.The assignment they ’ re responsible for is to train , guide and manage the junior nurses as well as to collect da-ta in the process of implementation so as to take statistical evaluation .Results The extensive populariza-tion of tutoring system could alleviate the filling of fear , tension and pressure of the junior nurses .Be-sides, this system could generally improve the operational ability and the technical success rate of the jun -ior nurses.Finally, this system could enhance the capacity of manipulative skill and comprehensive qual -ity.Conclusion The tutoring system has been making significant gains in the application of the operation training between the clinical teachers and the junior nurses .Meanwhile , this system efficiently promotes the operating skill of the paramedics and the quality of basic nursing .%目的:了解带教制在护理人员操作培训中的作用。方法由护理操作技术娴熟、沟通交流能力强的高年资护理人员对低年资护理人员进行培训、指导和管理,比较培训前后高低年资护理人员的操作技能及综合素质。结果培训后高低年资护理人员操作技能均较培训前明显提高(P<0.05),综合素质明显增强(P<0.05)。结论带教制在护理人员操作培训中作用明显,可提升高低年资护理人员操作技能和综合素质。

  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. 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.

  18. 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…

  19. Arvustused / Aleks Lange

    Index Scriptorium Estoniae

    Lange, Aleks

    2000-01-01

    Uute heliplaatide Nils Petter Molvaer "Solid Ether", Leona Naess "Comatised", Naivity in Black II "A Tribute to Black Sabbath", Papa Roach "Infest", A Perfect Circle "Mer de Noms", Queens of the Stone Age "Rated R", "Road Trip" (soundtrack) tutvustused

  20. Plaadid / Aleks Lange

    Index Scriptorium Estoniae

    Lange, Aleks

    2003-01-01

    Uutest plaatidest Ricky Martin "Almas del Silencio", Paul McCartney "Back In Th e World", The Ultimate "Diva Collection", Girls Aloud "Sound Of The Underground", Blacky "Kui me päikeseloojangut ootama peaks", Christoph Poppen, Münchner Kammerorchester, The Hilliard Ensemble, Cerys Matthews "Cockahoop", Radiohead "Hail to the Thief"

  1. Plaadid / Aleks Lange

    Index Scriptorium Estoniae

    Lange, Aleks

    2003-01-01

    Uutest plaatidest Ricky Martin "Almas del Silencio", Paul McCartney "Back In Th e World", The Ultimate "Diva Collection", Girls Aloud "Sound Of The Underground", Blacky "Kui me päikeseloojangut ootama peaks", Christoph Poppen, Münchner Kammerorchester, The Hilliard Ensemble, Cerys Matthews "Cockahoop", Radiohead "Hail to the Thief"

  2. Arvustused / Aleks Lange

    Index Scriptorium Estoniae

    Lange, Aleks

    2000-01-01

    Uute heliplaatide Nils Petter Molvaer "Solid Ether", Leona Naess "Comatised", Naivity in Black II "A Tribute to Black Sabbath", Papa Roach "Infest", A Perfect Circle "Mer de Noms", Queens of the Stone Age "Rated R", "Road Trip" (soundtrack) tutvustused

  3. Review the Tutor System in High Schools:Based on Student Development Guidance%审视高中导师制:学生发展指导的视角

    Institute of Scientific and Technical Information of China (English)

    朱益明

    2011-01-01

    To build the student development guidance system is one of the national goals in educational development and reform in China.Currently,the Chinese general secondary education is transforming from traditional elite and selective education to massive and basic education.The student development guidance centered on the individual development is aimed at enhancing all students' comprehensive capacities and implementing the quality education in general high schools deeply.The tutor system in high schools should depend on the theory of guidance for student and esablish some possible operational and achievable tasks so that this tutoring system may be one of the aspects of student development guidance system.%普通高中建立学生发展指导制度是国家教育改革与发展的要求之一。当前我国普通高中教育正处于从精英教育、选拔教育转向普及教育和基本教育的变革之中。基于育人为本的学生发展指导制度,旨在全面提高普通高中学生的综合素质,必须体现高中学校全面实施素质教育的要求。高中导师制需要以学生发展指导思想为依据,确立高中导师制的合理定位,使高中导师制成为学生发展指导体系中的重要形式之一。

  4. 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…

  5. 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…

  6. 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,…

  7. 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)

  8. 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

  9. 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…

  10. 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...

  11. 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.

  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. 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

  14. Benefits and Tensions of Shadow Education: Comparative Perspectives on the Roles and Impact of Private Supplementary Tutoring in the Lives of Hong Kong Students

    Directory of Open Access Journals (Sweden)

    Mark Bray

    2013-04-01

    Full Text Available Over half of Hong Kongs secondary students receive private supplementary tutoring, and in the last grade of secondary schooling the proportion exceeds 70%. Such tutoring is widely called shadow education because it mimics the regular system − as the curriculum in the schools changes, so it changes in the shadow; and as the regular school system expands, so does the shadow. The scale of private tutoring has grown significantly in the last two decades, and has become a standard feature of the lives of many families. Some tutoring is provided one-to-one by professionals, semi-professionals or amateurs; other tutoring is provided in small groups; and yet other tutoring is provided in lecture formats. Such tutoring demands significant financial investment by households, and also consumes substantial amounts of students time. Some tutoring has benefits in helping slow learners to keep up with their peers and in stretching further the learning of high achievers. Parents may also prefer to pay other people to manage homework and related stresses. However, tutoring can also increase pressures on young people, and is not always effective. This paper presents Hong Kong data within a framework that compares local patterns with those in other parts of the world. It raises questions about the implications of patterns and about appropriate responses for families, educators and policy makers.

  15. 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.

  16. 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…

  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. 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…

  19. 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…

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

    Science.gov (United States)

    Myneni, Lakshman Sundeep

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

  1. 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.

  2. 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…

  3. 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)

  4. 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.…

  5. 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.

  6. 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…

  7. 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…

  8. Analyzing Learner Language: Towards a Flexible Natural Language Processing Architecture for Intelligent Language Tutors

    Science.gov (United States)

    Amaral, Luiz; Meurers, Detmar; Ziai, Ramon

    2011-01-01

    Intelligent language tutoring systems (ILTS) typically analyze learner input to diagnose learner language properties and provide individualized feedback. Despite a long history of ILTS research, such systems are virtually absent from real-life foreign language teaching (FLT). Taking a step toward more closely linking ILTS research to real-life…

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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

  15. 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…

  16. 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.

  17. 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…

  18. 工业设计专业实施思想导师制的实践%Practice on Carrying Out Thought Tutor System in Industrial Design Major

    Institute of Scientific and Technical Information of China (English)

    李涛; 刘平元

    2011-01-01

    株洲职业技术学院工业设计系遵循新时期大学生思想政治教育规律,构建了大学生思想导师制,在思想导师的选拔上遵循优秀性原则,思想导师在工作上遵循个性化原则和实效性原则。思想导师制的内容主要表现为思想引导、学习辅导、心理疏导、生活指导、成长向导。思想导师制的实施提升了学生的思想道德素质,减少了学生的流失,形成了全员育人的良好局面。%The Industrial Design Department in Zhuzhou Professional Technology College has established the "Thought Tutor System" with college students according to the thought and politics education rules for college students in the new periods. Excellency principle is followed when selecting thought tutors. Thought tutors follow individualization principle and effectiveness in their work. The main idea of the thought tutor represents education environment, study guidance, psychological counseling, life coach and growth conduct. The practice of the thought tutor has improved the students' ideological and moral education quality, reduced the school dropout rate of the students and formed a good situation in the whole department.

  19. Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements

    Science.gov (United States)

    Mostafavi, Behrooz; Barnes, Tiffany

    2017-01-01

    Deductive logic is essential to a complete understanding of computer science concepts, and is thus fundamental to computer science education. Intelligent tutoring systems with individualized instruction have been shown to increase learning gains. We seek to improve the way deductive logic is taught in computer science by developing an intelligent,…

  20. Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements

    Science.gov (United States)

    Mostafavi, Behrooz; Barnes, Tiffany

    2017-01-01

    Deductive logic is essential to a complete understanding of computer science concepts, and is thus fundamental to computer science education. Intelligent tutoring systems with individualized instruction have been shown to increase learning gains. We seek to improve the way deductive logic is taught in computer science by developing an intelligent,…

  1. 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…

  2. Constraint-Based Modeling: From Cognitive Theory to Computer Tutoring--and Back Again

    Science.gov (United States)

    Ohlsson, Stellan

    2016-01-01

    The ideas behind the constraint-based modeling (CBM) approach to the design of intelligent tutoring systems (ITSs) grew out of attempts in the 1980's to clarify how declarative and procedural knowledge interact during skill acquisition. The learning theory that underpins CBM was based on two conceptual innovations. The first innovation was to…

  3. Learning from Multiple Collaborating Intelligent Tutors: An Agent-based Approach.

    Science.gov (United States)

    Solomos, Konstantinos; Avouris, Nikolaos

    1999-01-01

    Describes an open distributed multi-agent tutoring system (MATS) and discusses issues related to learning in such open environments. Topics include modeling a one student-many teachers approach in a computer-based learning context; distributed artificial intelligence; implementation issues; collaboration; and user interaction. (Author/LRW)

  4. Differences between Intelligent Tutor Lessons, and the Choice to Go Off-Task

    Science.gov (United States)

    Baker, Ryan S. J. d.

    2009-01-01

    Recent research has suggested that differences between intelligent tutor lessons predict a large amount of the variance in the prevalence of gaming the system. Within this paper, we investigate whether such differences also predict how much students choose to go off-task, and if so, which differences predict how much off-task behavior will occur.…

  5. Generalizing Automated Detection of the Robustness of Student Learning in an Intelligent Tutor for Genetics

    Science.gov (United States)

    Baker, Ryan S. J. d.; Corbett, Albert T.; Gowda, Sujith M.

    2013-01-01

    Recently, there has been growing emphasis on supporting robust learning within intelligent tutoring systems, assessed by measures such as transfer to related skills, preparation for future learning, and longer term retention. It has been shown that different pedagogical strategies promote robust learning to different degrees. However, the student…

  6. PRABODH: An Intelligent Tutor for Teaching Language Skills to Young Children.

    Science.gov (United States)

    Govil, Rekha; Saxena, Madhavi

    1997-01-01

    Describes the architecture of PRABODH, an intelligent tutoring system with six components, designed for teaching language skills to young children and for providing them meaningful practice for developing grammar skills. Discusses PRABODH's language-learning philosophy, results of formative evaluation of its knowledge component, and overall impact…

  7. 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…

  8. Tutoring at a Distance: Modelling as a Tool to Control Chaos

    Science.gov (United States)

    Bertin, Jean-Claude; Narcy-Combes, Jean-Paul

    2012-01-01

    This article builds on a previous article published in 2007, which aimed at clarifying the concept of tutoring. Based on a new epistemological stance (emergentism) the authors will here show how the various components of the computer-assisted language learning situation form a complex chaotic system. They advocate that modelling is a way of…

  9. 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.

  10. Virtual Civilian Aeromedical Evacuation Sustainment Training Project (V-CAEST)

    Science.gov (United States)

    2015-08-01

    to run CliniSpace Mass Casualty are- Component Recommended Operating System Windows XP, Windows Vista , Windows 7, Windows 8, Mac OS X 10.5 + with...Graders Mathematics Kyle R. Cheney, Scotty D. Craig, Xiangen Hu (University of Memphis) This project incorporated a web-based artificially intelli...gent program (ALEKS) into an after-school tutoring pro- gram on mathematics . The program was open to sixth grade students in a rural west Tennessee

  11. 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.

  12. 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…

  13. 利益协调软系统方法论用于临床实习期间导师绩效考核的探讨%Probe into applying interests-coordination soft systems methodology for performance appraisal of tutors during clinical practice

    Institute of Scientific and Technical Information of China (English)

    谢建飞; 丁四清; 易琦峰

    2012-01-01

    Through analyzing in - depth systematic characteristics of the adverse structure in tutor system,it put forward the thought by adopting the interests-coordination soft systems methodology (ISSM) for research on ideas of teacher performance appraisal issues. And it analyzed the basic compositions of performance appraisal system by adopting the logical steps of ISSM. The design of performance appraisal mode of the ISSM could handle "soft issues" occurred in performance appraisal of tutors timely and effectively. It could make up for deficiencies of the traditional design of performance appraisal, so as to enhance teaching quality and efficiency.%通过深入分析导师系统中的不良结构系统特性,提出了采用利益协调软系统方法论(ISSM)研究导师绩效考核问题的思路,并采用ISSM逻辑步骤分析绩效考核体系的基本构成.ISSM绩效考核模式的设计,使导师绩效考核中出现的"软问题"能得到及时有效的处理,弥补传统考核设计中的不足,从而有效提高教学质量和效率.

  14. 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...

  15. 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.

  16. 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...

  17. 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.

  18. A Virtual Commanding Officer, Intelligent Tutor for the Underway Replenishment Ship-handling Virtual Environment Simulator

    OpenAIRE

    Tenney, Karl R.

    1999-01-01

    While developing a Virtual Environment (VE) Ship-handling simulator for the Surface Warfare Officer School (SWOS) in Newport, RI, researchers at the Naval Air Warfare Center Training Systems Division (NAWCTSD) in Orlando, FL recognized the idea of integrating an Intelligent Tutoring System (ITS) to provide feedback to the student The system, known as a Virtual Commanding Officer (VCO), would provide instructional feedback to the student to ensure that beneficial training occurs. The VCO would...

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

    Directory of Open Access Journals (Sweden)

    Laurie Butgereit

    2011-11-01

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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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 ...

  7. 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…

  8. 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,…

  9. 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…

  10. 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…

  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 education,…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  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. 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…

  20. 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…

  1. 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 ...

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. 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.

  8. Intelligent Tutoring Systems: A Tutorial Survey.

    Science.gov (United States)

    1986-09-01

    a good example is the I 0(0 wo)tk of Papett aJld DiSessa at .I.T., inspired by the Piaget exploratory school i ,f di,, ,er learniirg 01’.lerl 1980...AFHRL/MOT a nDr. Howard Burrows Brooks AFB, TX 78235 Washington, DC 20310 National Institute of Health Capt. J. Jean Belanger Bethesda, MD 20892 Dr

  9. Automatic Summary Assessment for Intelligent Tutoring Systems

    Science.gov (United States)

    He, Yulan; Hui, Siu Cheung; Quan, Tho Thanh

    2009-01-01

    Summary writing is an important part of many English Language Examinations. As grading students' summary writings is a very time-consuming task, computer-assisted assessment will help teachers carry out the grading more effectively. Several techniques such as latent semantic analysis (LSA), n-gram co-occurrence and BLEU have been proposed to…

  10. 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…

  11. 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…

  12. 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,…

  13. 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 ...

  14. Professional Training Strategy to Develop Research Skills in Tutors Estrategia de superación para el desarrollo de habilidades investigativas en los tutores

    Directory of Open Access Journals (Sweden)

    Jayce Díaz Díaz

    2012-06-01

    Full Text Available Background: the tutor is the leading figure in the formation and development of research skills, so he should become a researcher and professor in order to train students in research. Objective: to elaborate a professional training strategy to achieve the preparation of tutors as researchers and to influence the scientific activity of students. Methods: we complemented the quantitative and qualitative methodologies. The context of the research was the Information Management in Health profile from the Bachelor in Health Technology Career of Cienfuegos Municipality during the 2009 – 2010 academic course. Empirical methods were used: document analysis, observation, survey, interviews and experts criteria. Theoretical methods included analytical-synthetic, inductive - deductive, historical, logical, generalization, and modelling systems. Results: we designed a professional training strategy structured into four phases: needs assessment of tutors related to research skills, planning the research methodology course, implementation of the strategy for improvement, and evaluation and monitoring. For validation, experts criteria as to competence coefficient was used, a process that confirmed the feasibility, relevance and quality of this strategy. Conclusions: the professional training strategy was considered to be an integrating proposal that contributes to the formation and development of research skills in tutors, taking into account the importance, novelty, feasibility and relevance of the steps and actions.Fundamento: el tutor constituye la figura principal en la formación y desarrollo de las habilidades investigativas, por lo que se debe convertir en un profesor investigador para formar a sus estudiantes en la investigación. Objetivo: elaborar una estrategia de superación para lograr la preparación de los tutores como

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. O tutor em Educação a Distância: análise ergonômica das interfaces mediadoras The tutor in Distance Learning: ergonomic analysis of mediating interfaces

    Directory of Open Access Journals (Sweden)

    Maurício Miranda Sarmet

    2007-12-01

    Full Text Available Na Educação a Distância (EaD, o processo pedagógico pode ser mediado por aplicativos informatizados, muitas vezes utilizando a Internet como via de acesso. Essa mediação contribui para o aprimoramento da relação ensino-aprendizagem e estrutura o papel dos diferentes atores dessa relação. O objetivo do presente estudo é investigar o impacto do uso de ferramentas informatizadas na atividade dos tutores de cursos via Internet. A amostra foi composta por 4 tutores, com características distintas. Utilizou-se a Análise Ergonômica do Trabalho e foram realizadas entrevistas, análises de interação e observações, o que permitiu a elaboração de uma crônica da atividade dos tutores. Os resultados apontam a incerteza e variabilidade das demandas dos alunos e o impacto das ferramentas informatizadas na atividade. Discute-se a necessidade de compreender quem é o tutor na EaD, fornecendo parâmetros para a concepção de ferramentas que facilitem o trabalho.In Distance Learning, the educational process can be mediated by digital systems, often using Internet as access medium. This mediation contributes to the enhancement of the teaching-learning relationship and structures the role of the different actors in it. This study's goal is investigating the impact of the use of digital tools in tutors' activities in online courses. The sample was defined by 4 tutors with distinct characteristics. Work Ergonomic Analysis was used, and interviews, interaction analysis and observations were made, which allowed the creation of a chronicle about the tutors' activities. The results points to the uncertainty and variability of the student's demands and the impact of the digital tools on the activity. The necessity of comprehending the tutor's role in D.L., giving parameters to the concept of tools that facilitate the work, is discussed.

  1. 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. 

  2. Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

    Science.gov (United States)

    dall'Acqua, Luisa

    2010-06-01

    The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

  3. 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

  4. 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.

  5. 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 ...

  6. 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)

  7. 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.

  8. 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 ...

  9. 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)

  10. 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

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. 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

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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

  3. 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…

  4. 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'…

  5. 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…

  6. 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

  7. 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,…

  8. 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…

  9. 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.

  10. 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

  11. 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.

  12. 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.

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

    Directory of Open Access Journals (Sweden)

    Kassab SE

    2016-01-01

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

  14. Los espacios de tutoría en práctica profesional y sus necesidades de fortalecimiento

    Directory of Open Access Journals (Sweden)

    Gerardo Ignacio Sánchez Sánchez

    2014-05-01

    results indicate very positive opinions regarding the support system, designed by the University for the students in professional teaching practice and which are specified in the presence of a professional responsibility to support the demands personal, social and professional experienced practitioners. On the other hand, it emphasizes that while recognizing mentoring as a support space classroom practitioner performance with regard to planning, teaching, assessment and reflection, the vision of the performances achieved there tends to be different among the actors. Practitioners perceive a performance that, in general, is at the level of "sufficiently" and "a lot", which would indicate that they consider acquired the different performances pedagogical acquired; however, the tutors´ view is different, and place a significant percentage of practitioners in an acquisition rather partial or "regular" of educational performances engaged in the formation of a teacher.

  15. 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…

  16. 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.

  17. 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…

  18. 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…

  19. 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.

  20. 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…

  1. 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

  2. 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.

  3. 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…

  4. 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.

  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

  6. 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.

  7. 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

  8. 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…

  9. 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,…

  10. 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…

  11. 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…

  12. 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.

  13. 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…

  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. 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…

  16. 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…

  17. 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…

  18. An intelligent computer tutor to guide self-explanation while learning from examples

    Science.gov (United States)

    Conati, Cristina

    1999-11-01

    Many studies in cognitive science show that self-explanation---the process of clarifying and making more complete to oneself the solution of an example---improves learning, and that guiding self-explanation extends these benefits. This thesis presents an intelligent computer tutor that aims to improve learning from examples by supporting self-explanation. The tutor, known as the SE (self-explanation) Coach, is innovative in two ways. First, it represents the first attempt to develop a computer tutor that supports example studying instead of problem solving. Second, it explicitly guides a domain-general, meta-cognitive skill: self-explanation. The SE-Coach is part of the Andes tutoring system for college physics and is meant to be used in conjunction with the problem solving tasks that Andes supports. In order to maximize the system capability to trigger the same beneficial cognitive processes, every element of the SE-Coach embeds existing hypotheses about the features that make self-explanation effective for learning. Designing the SE-Coach involved finding solutions for three main challenges: (1) To design an interface that effectively monitors and supports self-explanation. (2) To devise a student model that allows the assessment of example understanding from reading and self-examination actions. (3) To effectively elicit further self-explanation that improves student's example understanding. In this work we present our solutions to these challenges: (1) An interface including principled, interactive tools to explore examples and build self-explanations under the SECoach's supervision. (2) A probabilistic student model based on a Bayesian network, which integrates a model of correct self-explanation and information on the student's knowledge and studying actions to generate a probabilistic assessment of the student's example understanding. (3) Tutorial interventions that rely on the student model to detect deficits in the student's example understanding and

  19. 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.

  20. 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…

  1. 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

  2. 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).

  3. 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…

  4. 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…

  5. 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.

  6. 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

  7. Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor

    Directory of Open Access Journals (Sweden)

    Thyago Tenório

    2017-06-01

    Full Text Available In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016 [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result, time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins, number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro–Wilk; the application results of the statistical tests T-Test and/or Wilcoxon. The presented data in this article are related to the article entitled “A gamified peer assessment model for on-line learning environments in a competitive context” (Tenório et al., 2016 [1].

  8. 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.

  9. 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.

  10. Airborne Warning and Control System (AWACS) Intelligent Tutoring System (ITS)

    Science.gov (United States)

    1993-05-01

    clears and turns off the blinking message on line number line no. void read evento This routine reads the event script file and loads the evnt desc...read - evento ; if (strncmp(evnt - l~sc.evnt-label.naxne-fid, "CONSOLE CHECKOUT",16) ==0) console_chko; else if (strncmp(evnt_desc.evnt-label.name_fld

  11. An Intelligent Tutoring System Approach to Adaptive Instructional Systems

    Science.gov (United States)

    2005-09-01

    Myers-Briggs Type Indicator ( MBTI ) defines sixteen different personality types through the use of four factors. The factors used by this model are...perceivers (Felder, 1996). Felder also describes some examples of students’ classifications and their associated learning blind spots. The MBTI usually...Keirsey Temperament Sorter is a test that is freely available online and is correlated with, but not a substitute for, the MBTI (Kiersey, 2000). Despite

  12. 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.

  13. 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.

  14. 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.

  15. 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...

  16. 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.

  17. [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.

  18. 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.

  19. 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

  20. The challenge of automated tutoring in Web-based learning environments for information retrieval instruction

    Directory of Open Access Journals (Sweden)

    Sormunen Eero; Pennanen

    2004-01-01

    Full Text Available The need to enhance information literacy education increases demand for effective Web-based learning environments for information retrieval instruction. The paper introduces the Query Performance Analyser, a unique instructional tool for information retrieval learning environments. On top of an information retrieval system and within a given search assignment, the Query Performance Analyser supports learning by instantly visualizing achieved query performance. Although the Query Performance Analyser is a useful tool in training searching skills, performance feedback is not enough for learners practicing alone in Web-based learning environments. The paper reports the findings of a log analysis on user problems in exercising Boolean and best-match queries. A blueprint of an automated tutoring system for IR instruction is presented.

  1. Tasuta muusika võrgust / Aleks Rebel

    Index Scriptorium Estoniae

    Rebel, Aleks

    2000-01-01

    Kuna Internet pakub häid võimalusi tasuta muusika hankimiseks, on sellest saamas muusikatööstuse autoriõigusega seotud probleemide allikas. Autoriõiguste kaitsest ja piraatlusest seoses digitaalmuusika levikuga

  2. Ravimiuuringutes keerlevad miljonid / Sten-Aleks Pihlak

    Index Scriptorium Estoniae

    Pihlak, Sten-Aleks

    2008-01-01

    Ilmunud ka: Äripäev 5. sept. lk. 12-15, Delovõje Vedomosti 10. sept. lk. 6-7. Autor uuris ravimiuuringutes osalevate arstide tasustamist. Diagramm: Kliinilised uuringud Eestis. Tabel: Uuringuarstide TOP. Kommenteerib ravimiameti peadirektori asetäitja Alar Irs. Ajal. Äripäev ka intervjuu Ravimitootjate liidu juhatuse esimehe Akshay Modyga

  3. 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…

  4. 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…

  5. 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.…

  6. 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…

  7. 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…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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,…

  2. 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

  3. 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

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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.

  14. 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

  15. 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…

  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. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  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

    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

  7. 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.

  8. 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.

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

    Directory of Open Access Journals (Sweden)

    Meirovich A

    2016-07-01

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

  10. 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…

  11. 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...

  12. 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 ...

  13. 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

  14. Cooperative Sign Language Tutoring: A Multiagent Approach

    Science.gov (United States)

    Yıldırım, Ilker; Aran, Oya; Yolum, Pınar; Akarun, Lale

    Sign languages can be learned effectively only with frequent feedback from an expert in the field. The expert needs to watch a performed sign, and decide whether the sign has been performed well based on his/her previous knowledge about the sign. The expert's role can be imitated by an automatic system, which uses a training set as its knowledge base to train a classifier that can decide whether the performed sign is correct. However, when the system does not have enough previous knowledge about a given sign, the decision will not be accurate. Accordingly, we propose a multiagent architecture in which agents cooperate with each other to decide on the correct classification of performed signs. We apply different cooperation strategies and test their performances in varying environments. Further, through analysis of the multiagent system, we can discover inherent properties of sign languages, such as the existence of dialects.

  15. Analysis and Exploration on Tutor after Introduction of Credit System%高校实施学分制教学后引入学籍导师的分析与探索

    Institute of Scientific and Technical Information of China (English)

    高百宁; 赵苑苑; 田广通

    2014-01-01

    随着教学改革的深入,学分制以其灵活性越来越受到高等院校的青睐。学年制向学分制过渡的阶段,受传统教学模式的影响,学生往往缺乏自主选课意识,进而导致学位授予率的降低。笔者试图以加入学籍导师的方法改善该现状。%With the deepening of teaching reform, because of its flexibility, the credit system is getting more and more favors of institutions of higher learning. In the transition stage from academic year system to credit system, affected by traditional teaching mode, students often lack the independent course consciousness, leading to a degree granted rate reduce. This article attempts to join the methods to improve the status of mentor.

  16. 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…

  17. Intelligent Tutors in Immersive Virtual Environments

    Science.gov (United States)

    Yan, Peng; Slator, Brian M.; Vender, Bradley; Jin, Wei; Kariluoma, Matti; Borchert, Otto; Hokanson, Guy; Aggarwal, Vaibhav; Cosmano, Bob; Cox, Kathleen T.; Pilch, André; Marry, Andrew

    2013-01-01

    Research into virtual role-based learning has progressed over the past decade. Modern issues include gauging the difficulty of designing a goal system capable of meeting the requirements of students with different knowledge levels, and the reasonability and possibility of taking advantage of the well-designed formula and techniques served in other…

  18. Un modelo de tutoría integrado como respuesta a la enseñanza bajo presión

    Directory of Open Access Journals (Sweden)

    María de los Ángeles MARTÍNEZ RUÍZ

    2009-11-01

    Full Text Available RESUMEN: En respuesta a la presión que actualmente soporta el sistema educativo en Holanda, en este artículo se analizan los factores que influyen en la enseñanza, así como las respuestas que los sistemas de orientación dan en el espacio educativo de ese país. Ulteriormente, se propone un modelo de tutoría integrado, intensivo y contextualizado.ABSTRACT: In response to the pressure which the educational system in Holland is suffering at present, in this paper the factors which influence in education, as well as the answers given by the systems of orientation in the area of education in this country, are analyzed. Subsequently, a model of integrated tutoring, which is both integrated and contextualized, is proposed.

  19. 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.

  20. [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.

  1. 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.

  2. 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

  3. 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

  4. 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...

  5. La tutoría universitaria y la calidad educativa The university tutoring and the educational quality

    Directory of Open Access Journals (Sweden)

    Perez Burgos Sergio

    2010-07-01

    Full Text Available La formación universitaria implica un cultivo y cuidados permanentes de los ámbitos social y personal del conocimiento. Las altas exigencias competitivas que actualmente dinamizan las sociedades del conocimiento, suponen de manera tácita o explícita que la focalización del concepto de calidad educativa, no admite ser desplegada sólo a través de clasificaciones ordenadas, taxonómicas o meramente sectoriales, es decir, consensuadas por sistemas de expertos; sino, por el contrario, entendiendo que la calidad educativa, supera la racionalidad instrumental o conglomerado numérico en aras de alcanzar una relación interpersonal que conforma actitudes, potencia conceptos, además de destrezas, habilidades y conductas. Desde este punto de vista la orientación o acompañamiento , que inicia su despliegue desde los ámbitos preuniversitarios hasta el ingreso a la universidad, se constituye en una clara resonancia de la tradición humanista occidental y por tanto, en una estrategia de mediación comprensiva cuya concreción se haya fundamentada inicialmente en el diálogo tutor-estudiante. Esta experiencia permitiría quizá retroalimentar, en la era de la globalización, la frágil esperanza de que la sociedad desempeñe su función ético-política contra las pretensiones de las fuerzas ideológicas de mercado que intentan regular según sus leyes las interacciones humanas. University education involves a growing and continuing care in the social and personal Knowledge. The high competitive requirements and the dynamics of the knowledge societies, tries to evidenced tacitly or explicitly, that the focus of the concept of educational quality does not admit being deployed only through ordered classifications, merely taxonomic or sectorial, i.e. the consensus of systems of experts, but on the contrary, understanding that the educational quality goes beyond the instrumental rationality or cluster number in order to achieve a personal relationship

  6. Intelligent On-Line Assistant and Tutor System

    Science.gov (United States)

    1976-04-01

    trying it out, as in 2; c) be able to make the correct anaphoric references ("the messages") and have an internal model of the user’s knowledge to...offset :: op 1700 C^LL 1704 DCALL 1710 LCALL 1714 DLCALL 1720 BIND call function, literal is #args,, fnname call function, discard value...RETURN 16 flags are easy/hard, active/inactive 16 16 16 16 32 TEMPORARIES Basic Frame BINDINGS 32 bits each 32 bits each : BLINK->[FLGS][CXT

  7. Proceedings of the Air Force Forum for Intelligent Tutoring Systems

    Science.gov (United States)

    1989-04-01

    that a more fine-grained analysis was necessary. Therefore the evaluation focused on PROUST’s impact on specific "micro" problem-solving skiils such...output of the program and the available input. The design problem here is not, unfortunately, so neatly circumscribed. Generally speaking , the input for...different answer. Thus, the problem splits the hypothesis space, so to speak . It is not always possible to find such a problem, so IDEBUGGY puts only a

  8. Utilizing an Intelligent Tutoring System in Tactical Action Officer Sandbox

    Science.gov (United States)

    2014-06-01

    November 15). Destroyers - DDG. Retrieved from United States Navy - Fact File: http:// ipv6 .navy.mil/navydata/fact_display.asp?cid=4200&tid=900&ct=4...www.southalabama.edu/oll/ mobile /theory_workbook/cognitive_load_ theory.htm USC Center for Cognitive Technology. (2013). Comm Protocol_9_draft

  9. Design of an Intelligent Tutoring System for Aircraft Recognition

    Science.gov (United States)

    1986-01-01

    auspices of the U S Dearirrient of Energy \\B Tr[ O Los Alamos National Laboratory Los Alamos,New Mexico 87545 , AM W 636 F" ST~b NoMstl2 Li 093...student model, and a communication Tail flats mid-mounted on fuselage, protocol. Storyboards and screen design are then or swept-back with rounded tips

  10. Integrating an Intelligent Tutoring System for TAOs with Second Life

    Science.gov (United States)

    2010-12-01

    instructor console. Figure 1 shows the PORTS simulated TAO console. It includes panels for Variable Action Buttons ( VABs ), display selection (map...materials networked to a s le instructor console. Figure 1 shows the PORTS simulated TAO consol . It includes panels for Variable Action But ons ( VABs

  11. Towards a system for allocated peer tutoring via instant messaging.

    NARCIS (Netherlands)

    Dr. Peter Sloep; prof. dr. Wim Jochems; drs. Gijs de Bakker

    2008-01-01

    Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of

  12. Proteus: A lecturer-friendly adaptive tutoring system

    NARCIS (Netherlands)

    Sessink, O.D.T.; Beeftink, H.H.; Tramper, J.; Hartog, R.J.M.

    2007-01-01

    Effectively targeting a heterogeneous student population is a common challenge in academic courses. Most traditional learning material targets the ¿average student,¿ and is suboptimal for students who lack certain prior knowledge, or students who have already attained some of the course objectives.

  13. 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.

  14. 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...

  15. 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.

  16. 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'.

  17. 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.

  18. 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.

  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. 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

  7. 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.

  8. 研究生导师团队培养模式初探%An Analysis of the Training Mode for Postgraduates'Tutor Team

    Institute of Scientific and Technical Information of China (English)

    宋建

    2012-01-01

      导师团队指导研究生在国内外研究生培养中已有实践并已体现出其优越性,推行导师团队模式是新时期研究生培养的客观需求。要明确认识、健全制度、加强管理、完善梯队、相互合作,同时积极引导、大力支持导师团队建设,推动整个团队的可持续发展,建设实力雄厚的研究生培养队伍,从根本上提高研究生培养的质量。%  It is the objective demand to implement the mode of tutor team in the new era of graduate education . The tutor team guiding postgraduate students in postgraduate education at home and abroad has already been practiced and demonstrated its superiority .Therefore, it is required to have clear and definite consciousness , develop a sound system, strengthen the administration, improve the echelon, support the construction of tutor team with mutual cooperation and actively guide , promote the sustainable development of the whole team , build a strong team of postgraduate education so as to fundamentally improve the quality of postgraduate education .

  9. 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.

  10. 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.

  11. 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

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

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    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

  13. 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

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    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

  14. Türkçe Öğrenimi İçin Web Tabanlı Zeki Öğretim Sistemi (Türkzös Ve Değerlendirmesi Web Based Intelligent Tutoring System For Turkish Learning (Türkzös And Evaluation

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    Nursal ARICI

    2013-09-01

    Full Text Available E-learning is a learning model which is the product ofdevelopments in information technologies. This model providesadvantages in order to enriche the learning contents with audio-visualitems and to deliver this contents to the people at any time and anyplace on time. In language trainning, particularly in English, the elearningmodels are mostly used. This model is crucial in languagelearning and teaching area. With this awareness of the e-learningsystem in language learning and teaching area, a special e-learningsystem has been developed for the Turkish Language teaching namedas TÜRKZÖS. In this article, the contributions of the develepod elearningsystem has been introduced and explained with the opinions ofthe Turkish teachers and teacher candidates about the system. Thepurpose of the developing the TÜRKZÖS is to give assistance for theTurkish language learners and teachers by providing opportunities ofinformation technologies. The system has been designed to servethrough the Internet and it provides the opportunity to use enrichedelements such as web, speech synthesis-recognition systems,animation, image and shape. The system supported by enrichedelements is aimed to improve the basic skills such as reading,speaking, writing and listening in Turkish training. An another featureof TÜRKZÖS, is an intelligent tutoring system developed by usingartificial intelligence tecniques.The features which makes the systemintelligent are the followings: (i.It can introduce the loaded domaincontent adaptable to the student’s knowledge level and personalcapability, (ii. It can lead and give intelligent assistance and suitableguidance to the student.TÜRKZÖS consists of eight compenents. Threeof them are the standart compenents in Intelligent Tutoring Systems.The other compenents are the speech synthesis and the speechrecognition which give the opportunity to arrange the activities toimprove the reading and speaking skills and can be exercised by

  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

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    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. 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.

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

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    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.

  1. 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.

  2. 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.

  3. 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.

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

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    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.

  5. 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.

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

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    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.

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

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    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.

  8. 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...

  9. 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…

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

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    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.

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

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    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.

  12. 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.

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

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    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

  14. 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

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

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    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.

  16. Rimac: A Natural-Language Dialogue System that Engages Students in Deep Reasoning Dialogues about Physics

    Science.gov (United States)

    Katz, Sandra; Jordan, Pamela; Litman, Diane

    2011-01-01

    The natural-language tutorial dialogue system that the authors are developing will allow them to focus on the nature of interactivity during tutoring as a malleable factor. Specifically, it will serve as a research platform for studies that manipulate the frequency and types of verbal alignment processes that take place during tutoring, such as…

  17. Interweaving Autonomous Learning and Peer-tutoring in Coaching EFL Student-Teachers

    Directory of Open Access Journals (Sweden)

    Ariza Ariza Aleida

    2009-11-01

    Full Text Available In this article we share the findings on the exploration of undergraduate efl (English as a Foreign Language student-teachers’ professional preparation and autonomous practices. Participants were tutees who attended tutorial sessions with peers in higher semesters. In this context, tutoring was based on a model we designed. As the model was implemented, they collected information by means of multiple qualitative research instruments. Results indicate that tutees’ learning process was strongly influenced by their personality and attitudes. Similarly, tutees expanded their views in regard to the English language, its learning, and their communicative competence. Finally, we pinpoint some considerations for others interested in adopting this pedagogical strategy. Key words: Peer tutoring, university tutoring, autonomous learning, independent work En este artículo compartimos hallazgos relacionados con la preparación profesional y las prácticas autónomas de estudiantes de inglés en un programa de licenciatura. Los participantes tutorados asistían a sesiones tutoriales con compañeros en semestres superiores. En este contexto, la tutoría se basó en un modelo que diseñamos. Durante la implementación del modelo se recogió información a través de múltiples instrumentos cualitativos de investigación. Los resultados revelan que el proceso de aprendizaje de los tutorados se vio fuertemente influenciado por su personalidad y sus actitudes. Asimismo, los tutorados ampliaron sus puntos de vista sobre la lengua inglesa, su aprendizaje y su competencia comunicativa. Finalmente, señalamos algunas consideraciones para los interesados en adoptar esta estrategia pedagógica Palabras clave: Tutoría entre compañeros, tutoría a nivel universitario, aprendizaje autónomo, trabajo independiente

  18. 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.

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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