Academic literature on the topic 'Distance education. Tutors and tutoring'
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Journal articles on the topic "Distance education. Tutors and tutoring"
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Huang, Chiung Wei, and Eric Zhi Feng Liu. "The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring." International Journal of Online Pedagogy and Course Design 5, no. 3 (July 2015): 17–30. http://dx.doi.org/10.4018/ijopcd.2015070102.
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One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.
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Nuninger, Walter, and Jean-Marie Châtelet. "Tutoring Integrated Learning With Video-Based Training to Enhance the Support of the Learners in WIL." International Journal of Distance Education Technologies 16, no. 4 (October 2018): 93–111. http://dx.doi.org/10.4018/ijdet.2018100106.
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This article describes how higher education providers are adapting their training offers to comply with social challenges and quality issues. The tremendous evolution of ICTEs provides new pedagogical opportunities, making not only possible but simpler multimedia-based e-learning and distance learning with educational videos. Our learners in WIL evolve as engineers thanks to a Formative Work Situation in the company. Active pedagogy reinforces the ownership of knowledge, which is then put into practice at work to improve skills, but the key lever to overcome resistance to change is the support by a duo of tutors in the winning-trio. Thus, this proposal for Tutoring Integrated Learning (TIL) promotes the Continuous Education of the learner-tutors. Applying the same pedagogical approach (“learn by doing”), TIL is based on a Formative Tutoring Work Situation supported by distance self-training with videos for specific knowledge, then guidance by expert-tutors and debriefings in the team to improve their skills. Results are the tutors' proficiency and a shared tutoring culture.
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Saggiomo, Leandro, and Elaine Corrêa Pereira. "FORMAÇÃO CONTINUADA EM EAD: REFLEXÕES DO PROFESSOR TUTOR EM UM PROCESSO FORMATIVO." Cadernos de Educação Tecnologia e Sociedade 12, no. 3 (October 22, 2019): 236. http://dx.doi.org/10.14571/brajets.v12.n3.236-244.
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The Secretary of Distance Education of the Federal University of Rio Grande (FURG), in order to qualify the teaching staff that works in the distance education (DE) courses offered by the institution, develops continuing education actions. In this context we find the tutors professors, responsible for the development, monitoring and evaluation of the students. The present qualitative research aims to identify the impressions and reflections of the tutor professor about the training actions in DE. The subjects of the research are the tutor’s professors who acted in the course of Administration distance modality. The data were produced through a semi-structured interview and analyzed by the method called Collective Subject Discourse. Based on the analyzes, the Collective Discourse called "The Actions of Formation in DE" was generated, based on some considerations, demonstrating the senses, feelings and reflections that the formations propitiated to the practice of the tutoring.
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Vázquez, Esteban, Javier Fombona, and Alberto Fernández. "Virtual attendance: Analysis of an audiovisual over IP system for distance learning in the Spanish Open University (UNED)." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 402. http://dx.doi.org/10.19173/irrodl.v14i3.1430.
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<p>This article analyzes a system of virtual attendance, called “AVIP” (AudioVisual over Internet Protocol), at the Spanish Open University (UNED) in Spain. UNED, the largest open university in Europe, is the pioneer in distance education in Spain. It currently has more than 300,000 students, 1,300 teachers, and 6,000 tutors all over the world, besides Spain. This university is redefining, on the lines of other universities, many of its academic processes to meet the new requirements of the European Higher Education Area (EHEA). Since its inception, more than 30 years ago, the methodology chosen by UNED has been blended learning. Today, this university combines face-to-face tutorial sessions with new methodological proposals, mediated by ICT. Through a quantitative methodology, the perception of students and tutors of the new model of virtual tutoring, called AVIP Classrooms, was analyzed. The results show that the new model greatly improves the orientation and teaching methodology of tutors. However, it requires training and new approaches to provide a more collaborative and participatory environment for students.</p>
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Bessa, Dayane Verginia Batista, Fátima Aparecida da Silva Dias, Samira Fayes Kfouri da Silva, and Maria Elisabette Brisola Brito Prado. "Mediação Pedagógica, Afetiva e Operacional, Práticas de uma Tutoria na Educação a Distância." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 246. http://dx.doi.org/10.17921/2447-8733.2019v20n3p246-253.
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Este artigo tem por propósito apresentar o recorte da pesquisa de mestrado que analisou a compreensão do tutor, que atua no Ensino Superior, acerca da tríade da mediação. O referencial teórico relativo à Educação a Distância se pautou nos documentos oficiais, que regulamentam a oferta desta modalidade de ensino entre Leis e Decretos, além de pesquisadores como Moore. Quanto ao conceito de mediação, apoiou-se nas pesquisas realizadas por Masetto, Almeida, Moran, Freire e também no exposto nos referenciais de qualidade para a Educação a distância. A metodologia utilizada nesta pesquisa foi do tipo exploratória, de cunho qualitativo. Os procedimentos metodológicos foram estruturados na elaboração do instrumento questionário, aplicação e análise dos dados. A análise dos dados foi realizada em duas etapas: i. documental; ii.questionário aplicado aos participantes da pesquisa e relatos dos mesmos. Neste artigo se discute parte da análise da segunda etapa, que descreve a atuação dos tutores em relação à mediação pedagógica, afetiva e operacional, tríade de mediação objeto de estudo dos tutores pesquisados. Os resultados evidenciaram que os tutores compreendem a importância da mediação em suas ações junto aos alunos, porém muitos ainda não compreendem a tríade de mediação como um processo contínuo e que os programas de formação continuada oferecidos pela instituição contribuem diretamente para o enriquecimento profissional de seus tutores. Palavras-chave: Mediação. Educação a Distância. Ensino Superior. AbstractThis article aims to present the outline of the master's research that analyzed the understanding of the tutor working in higher education about the mediation triad. The theoretical reference related to Distance Education, was based on the official documents that regulate the offer of this teaching modality between Laws and Decrees, besides researchers like Moore. As for the mediation concept, it was based on research by Masetto, Almeida, Moran, Freire and also on the quality references for distance education. The methodology used in this research was exploratory, qualitative in nature. The methodological procedures were structured in the elaboration of the questionnaire instrument, application and data analysis. Data analysis was performed in two steps: i. Documentary; Questionnaire applied to the research participants and their reports. In this article part of the analysis of the second stage is discussed that describes the tutors’ role in relation to pedagogical, affective and operational mediation, triad of mediation object of study of the researched tutors. The results showed that tutors understand the mediation importance in their actions with students, but many do not understand the mediation triad yet as a continuous process and that the continuing education programs offered by the institution contribute directly to the professional enrichment of the students’ tutors. Keywords: Mediation. Distance Education. Higher Education.
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Malik, Muhammad Abdul, and Irshad Hussain. "The Attitude of Prospective Teachers towards Guidance and Counseling Services in Distance Education of Pakistan." Global Social Sciences Review III, no. IV (December 30, 2018): 472–85. http://dx.doi.org/10.31703/gssr.2018(iii-iv).32.
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This study evaluated the attitude of prospective teachers towards “guidance and counseling services” in distance education. The survey method was used for data collection from 730 B.Ed. learners of the AIOU by using questionnaires on a five-point rating (Likert) scale. The results indicated that the majority of the prospective teachers (80.24%) appeared to be satisfied with information services and the channels of providing such services by AIOU. More than half of the respondents (57.81%, 57.59%, and 57.81%) appeared were unsatisfied with the provision of tutors information, guidance by their tutors on writing assignments, and tutorial meetings (respectively). Overall, more than half of the respondents appeared with their positive perception about “guidance and counseling services”. The study recommended tutors training on how to tutor in distance education; how-to guide and facilitate distance learners in writing good assignments.
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Titik Setyowati, Rahyu Setiani, Dwi Sambada, Wuwuh A. Surasmi, and Dwikoranto. "Improving the Quality of Tutorials to Create a Quality Culture Through an Integrative Selection of Tutors." Studies in Philosophy of Science and Education 1, no. 3 (December 6, 2020): 104–12. http://dx.doi.org/10.46627/sipose.v1i3.31.
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Open University is needed to meet the needs of studying without being limited by space, time, amount, cost, age, and distance with a quality tutor. This study aims to describe the ideal form of tutor recruitment, the role of tutors and get quality tutors. This survey research was conducted at the Distance Learning Program Unit (DLPU) Surabaya with data collection methods through observation, interviews, questionnaires and documentation. Sources of data were obtained from Study groups, Tutors, Department of Education, Regional Responsibility in the tutorial period 2019.1 and 2019.2. Data were analyzed descriptively. The results showed that: (1) The ideal form of tutor recruitment is through tutor selection, through the tutor candidate test, through agency recommendations and special offers. (2) The role of tutors in the professional learning process is that tutors are still needed for certain subjects, as innovators and motivators, to play a role in reducing dropout. (3) To get quality tutors and not only as a part-time job so that tutors in working remain professional is to build a sound system. The obligations and rewards that are received appropriately. Between taxes and a decent income. Also, between expertise or rank need to be adjusted to the level of compensation which is given.
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Sommerhalder, Aline, Luana Zanotto, and Camila Marques Dos Santos. "Educação Infantil: sentidos construídos por Tutoras Virtuais sobre o lugar do Estágio na formação de professores a distância." Horizontes 34, no. 1 (July 26, 2016): 137. http://dx.doi.org/10.24933/horizontes.v34i1.335.
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ResumoO artigo apresenta parte de um estudo concluído em um curso de Pedagogia, na modalidade de educação a distância de uma universidade pública federal, que aderiu ao Sistema Universidade Aberta do Brasil. Teve como questões de pesquisa: Que sentidos tutores virtuais em exercício apresentam sobre o Estágio Curricular Supervisionado em Educação Infantil, no processo de formação inicial de professores? Para tutores virtuais, que lugar esse Estágio ocupa no processo de formação inicial para a docência na educação infantil? A investigação anunciou as possibilidades formativas do Estágio e alguns de seus limites na formação inicial de professores. Foram sujeitos sete tutoras virtuais em exercício na disciplina “Estágio Supervisionado em Educação Infantil”. De abordagem qualitativa, o estudo fez uso de questionário e da análise de conteúdo. O Estágio apresentou-se como momento formativo no processo de reflexão de aprendizagens relativas à docência na educação infantil e ocupou um lugar de interlocução teoria e prática. Entre os limites, tem-se o tempo para convivência em estágio e as interações de alunos-professores no Moodle.Palavras-chave: Estágio curricular supervisionado; Tutoria virtual; Formação de professores de educação infantil; Educação à distância.Supervised Internship in Early Childhood Education: meanings constructed by Virtual tutors about of internship in distance teacher educationAbstractThis article presents part of a study undertook in an undergraduate course in pedagogy, in the modality of distance education of a public university, which adhered the Sistema Universidade Aberta do Brasil. The research questions were: Which meanings virtual tutors in duty present about the Supervised Stage in Early Childhood Education in the initial education process of teachers? For virtual tutors, which place does this stage take in the initial education process of teachers in early childhood education? The research has announced the formation possibilities of the stage and some of its limits in initial teacher education. Seven virtual tutors were participants in duty in “Estágio Supervisionado em Educação Infantil” discipline. Of qualitative approach, the study used a questionnaire and content analysis. The supervised intership presented as a formative moment in the learning process of reflection related to the teaching in early childhood education and has occupied a place of interlocution of theory and practice. Among the limits, we have the time to the acquaintanceship in the intership and interactions of students-teachers in Moodle.Keywords: Curricular supervised intership; Virtual mentoring; Teacher education for early childhood education; Distance education.
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Santos, Isabel Santana, and Ada Augusta Celestino Bezerra. "O Progestão (Programa de Capacitação a Distância de Gestores Escolares) como política." EccoS – Revista Científica, no. 36 (January 13, 2015): 159–84. http://dx.doi.org/10.5585/eccos.n36.5180.
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O PROGESTO (PROGRAMA DE CAPACITAO A DISTNCIA DE GESTORES ESCOLARES) COMO POLTICA PBLICA DE FORMAO CONTINUADA DOCENTE, SOB O OLHAR DO TUTORIsabel Santana Santos!--[if !supportFootnotes]--[1]!--[endif]--Ada Augusta Celestino Bezerra!--[if !supportFootnotes]--[2]!--[endif]--RESUMO O presente artigo analisa o olhar do tutor no Programa de Capacitao a Distncia de Gestores Escolares PROGESTO, no Estado de Sergipe. Descreve sobre os temas: o novo perfil de professor em EAD, o tutor na educao a distncia, o Progesto no contexto da EAD em Sergipe e o papel da tutoria no Progesto. Numa viso avaliativa, so analisados dados sobre a tutoria no PROGESTO, os quais revelaram que como mediadores, os tutores estabeleceram ambientes de interao e dilogo que permitiram conhecer a realidade dos cursistas, trocar informaes entre os pares, bem como trabalhar em grupo. Essas aes favoreceram a construo da prpria aprendizagem, o desenvolvimento da autonomia e da reflexo, elementos mediadores imprescindveis na formao dos gestores.PALAVRAS-CHAVE: Educao a Distncia, PROGESTO, Tutoria. THE PROGESTO (DISTANCE TRAINING PROGRAM MANAGERS OF SCHOOL) AS PUBLIC POLICY OF CONTINUING EDUCATION TEACHERS UNDER THE LOOK OF TUTORABSTRACTThis article analyzes the look of the tutor in Distance Training Programme Managers School - Progesto in the state of Sergipe. Describes about the issues: the new teacher profile in ODL tutor in distance education, the Progesto in context of ODL in Sergipe and role of tutoring in Progesto. In view evaluative data on coaching Progesto, which revealed that as mediators, guardians established for interaction and dialogue environments that allowed us to know the reality of the course participants, exchanging information among peers, working in groups are analyzed. These actions favored the construction of their own learning, the development of autonomy and reflection, mediators essential elements in training managers.KEYWORDS: Distance Education, Progesto, Tutorial.!--[if !supportFootnotes]--!--[endif]-- !--[if !supportFootnotes]--[1]!--[endif]-- Mestra em Educao pela Universidade Federal de Sergipe. Ps-graduada em Administrao e Superviso Escolar, Docncia e Tutoria em Ensino Distncia, Programa de Capacitao Distncia para Gestores Escolares PROGESTO. Pedagoga. Professora da educao bsica e superior. Professora de ps-graduao lato sensu na Faculdade Educacional Araucria; professora tutora II da Universidade Tiradentes (UNIT), Pedagoga especialista em educao - Secretaria de Estado da Educao (SEED). Membro do Grupo de Pesquisa em Polticas Pblicas, Gesto Socioeducacional e Formao de Professores GPGFOP/UNIT/CNPq e do Grupo de Estudos e Pesquisa de Educao Ambiental do estado de Sergipe - GEPEASE/UFS e do Projeto de Pesquisa Sala Verde/UFS.!--[if !supportFootnotes]--[2]!--[endif]-- Ps-doutora em Educao pelo Instituto de Educao da Universidade de Lisboa. Doutora em Educao pela Universidade de So Paulo na rea de Administrao Escolar. Mestra em Educao pelo Instituto de Estudos Avanados em Educao da Fundao Getlio Vargas RJ, na rea de Administrrao de Sistemas Educacionais. Pedagoga. Professora do Doutorado em Educao do Programa de Ps-Graduao em Educao e do Curso de Pedagogia da Universidade Tiradentes PPED/UNIT. Lder do Grupo de Pesquisa em Polticas Pblicas, Gesto Socioeducacional e Formao de Professores (GPGFOP/UNIT/CNPq). Coordenadora Institucional do Observatrio de Educao da UNIT/CAPES desde 2011.
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KAMENSKA, IRYNA. "THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 41–49. http://dx.doi.org/10.25128/2415-3605.21.1.5.
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The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.
Dissertations / Theses on the topic "Distance education. Tutors and tutoring"
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Williams, Peter B. "On-Demand Tutoring in Distance Education: Intrinsically-motivated, Scalable Interpersonal Interaction to Improve Achievement, Completion, and Satisfaction." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1036.pdf.
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Fogaça, Junior Luiz Carlos. "TOTEM: modelo de Tutoria a Distância de Matemática para o Ensino Fundamental e Médio do Sistema Colégio Militar do Brasil." Universidade Federal de Juiz de Fora (UFJF), 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/4710.
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Esta dissertação tem como objetivo propor um modelo de tutoria a distância em Matemática para os níveis de ensino Fundamental e Médio oferecidos pelo Colégio Militar de Manaus (CMM) aos filhos ou dependentes de militares das Forças Armadas (Marinha, Exército e Aeronáutica) que se encontram acompanhando seus pais, estando estes a serviço da Nação no exterior ou em regiões de fronteiras brasileiras onde não existe o ensino regular ou este deixa a desejar em qualidade, ou, ainda, a realidade específica de outros países implica em estrutura curricular diferente em relação ao Brasil. A proposta visa melhorar o modelo de tutoria a distância, exercido atualmente pelos professores da Seção de Ensino a Distância do CMM (SEAD/CMM). Nessa dissertação é proposto um novo perfil para os tutores a distância e presenciais e também um modelo de capacitação para os mesmos. A tutoria a distância será exercida por militares professores de Matemática do Quadro Complementar de Oficiais do Exército (QCO), que trabalham nos Colégios Militares, os quais integram o Sistema Colégio Militar do Brasil. Serão capacitados através da disciplina Tutoria a Distância, a ser ministrada na modalidade a distância pela SEAD/CMM durante o Curso de Formação Específica, da área de Magistério, da Escola de Formação Complementar do Exército, e posteriormente num processo de formação continuada. A proposta contempla ainda a formação do tutor presencial de apoio tecnológico, os papéis dos diferentes agentes, descrição dos polos de apoio presencial, entre outros.
This dissertation aims to propose a model of distance tutoring in Mathematic education for elementary and high schools levels offered by the Military School of Manaus (CMM) to sons or dependents of military personnel of the Military Forces (Navy, Army and Air Force). These kidas are accompanying theirs parents, who are in the service of the Nation abroad or in frontier regions in Brazil, where there is no regular education or that it is lacking in quality, or even the specific reality of other countries imply different curricular structure in relation to Brazil. The proposal is seeking to improve the mentoring model, currently exercised by teachers of the Distance Learning Section of the CMM (SEaD/CMM). We propose in this dissertation a new profile for the tutors, distance and in presence, as well as a qualification model for them. Distance tutoring will be taught by QCO militaries, who are Math teachers and work in the Military Schools, which integrate the Military Education System of Brazil. They will be trained through Distance Tutoring discipline to be offered by SEaD/CMM during the Training Course of Teaching Targeted Area, at School of Complementary Training of the Army, and later on in the process of continuing education. The proposal also includes the capability of the technology support tutor, the roles of different actors, description of the local presence support, among others.
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Zhang, Jie. "An intelligent tutor : Smart Tutor /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23735879.
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Grundling, Gertruida Jeanette. "The role of tutor development in a flexible learning system." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52022.
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Thesis (MPhil)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed.
AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.
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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.
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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Program housed in the College of Extended Learning were asked to participate in tutoring sessions offered by tutors who participated in a community of tutors. Tutors embraced new teaching strategies that they acquired through participating within a community of practice, sharing their background knowledge and teaching experience, and demonstrating new teaching techniques to each other by using collaborative and hybrid strategies during activities embedded in a rich learning context. The provision of community of practice for tutors in the English Language Program enabled learners to develop meaning-making and communication skills as well as language and literacy skills to address the informational and problem-solving needs of their tasks and assignments.
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Zhang, Jie, and 張婕. "An intelligent tutor: Smart Tutor." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31227065.
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Aluani, Támara. "Atividade de tutoria na educação a distância: um estudo de caso em curso de formação continuada de professores de biologia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-11092015-144643/.
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Ao longo da história educacional brasileira, diversas foram (e são) as tentativas de melhorar o ensino no país e a Educação a Distância (EaD) pode ser considerada uma importante estratégia utilizada por nossos governantes com tal intuito. Além de contar com novos instrumentos de mediação, a EaD também conta com um novo e importante ator: o tutor. A tutoria e os tutores são o foco de estudo e os sujeitos deste trabalho, que aborda especificamente um curso de Especialização para Docentes em Biologia (EspBio) da Rede São Paulo de Formação Docente (RedeFor). No caso, a escolha da investigação da tutoria dá-se por sua importância no contexto da EaD e pela necessidade de uma melhor caracterização de tal profissional. O referencial escolhido insere-se na perspectiva sócio-histórico cultural e optamos, especificamente, pela Teoria da Atividade (LEONTIEV, 2004), que utiliza a atividade como unidade de análise. Os objetivos gerais da pesquisa eram contribuir para a ampliação do conhecimento sobre a tutoria na Educação a Distância (EaD) analisando-a através da ótica desse referencial, tendo, portanto, foco na atividade em si, bem como em seu contexto de realização e fazer uma caracterização do tutor na EaD, bem como apontamentos que pudessem contribuir para a melhoria da formação e da prática profissional desse tutor. Para tanto, analisamos a tutoria exercida no curso de EspBio da RedeFor como uma atividade a partir tanto das concepções dos tutores envolvidos, quanto de dados documentais referentes ao curso (primeiro objetivo específico). Tal estudo só foi possível a partir da análise dos diversos tipos de sistemas de atividades dos quais ela pode ser constituinte (segundo objetivo específico), até chegarmos ao sistema de atividades do curso EspBio, onde a tutoria emerge como atividade. Em posse das análises realizadas e dos dados obtidos, sugerimos uma caracterização geral da atividade de tutoria na EaD, estabelecendo as principais ações do profissional tutor, bem como possíveis aproximações entre tutoria e docência (terceiro e último objetivo específico). Verificamos a possibilidade de caracterizar a tutoria a partir de duas principais áreas nas quais pudemos identificar ações que fazem parte dessa atividade. Parte delas concerne interações com os cursistas, por este motivo foram categorizadas como ações de uma área denominada Tutor-Cursista. As demais ações encontram-se em outra área denominada área Tutor-Instituição, e estão relacionadas a tarefas gerenciais do próprio ofício que não concernem interações diretas com os cursistas, embora possam ter características que as associem a tal sujeito. Como identificamos duas grandes áreas de ações que definem a atividade de tutoria, para realizar uma formação adequada, acreditamos que os cursos deveriam utilizar essa linha de referência para elaborar os processos de formação de seus tutores. Uma melhor preparação do tutor refletirá em maior segurança para sua atuação e, possivelmente, a variável experiência perde parte de sua importância para que se atinja uma boa atuação, o que possibilita ao tutor um desempenho mais consistente ao longo de todo o curso, sendo a experiência então apenas uma ferramenta de aprimoramento e não de aquisição de conhecimento sobre a prática de tutoria.Along Brazil\'s educational history, many were (and are) the attempts to improve education in the country and Distance Education (DE) can be considered an important strategy used by our leaders to such purpose. Besides having new mediation tools, distance education also has an important new actor: the tutor. Tutoring and tutors are the focus and the subjects of this study, which deals specifically with a Specialization Course for Biology Teachers (EspBio) of a Network for Teacher Training (RedeFor). In this case, the research choice for tutoring choice occurs by its importance in the context of distance education and the need for greater characterization of such professional. The chosen referential is part of the cultural and socio-historical perspective we chose specifically for Activity Theory (LEONTIEV, 2004), which uses the activity as unit of analysis. The general objectives of the study were to contribute to the expansion of knowledge about tutoring in Distance Education (DE) analyzing it through the lens of this framework, and therefore focus on the activity itself, as well as their realization of context and do a characterization of the tutor in distance education, and appointments that could contribute to the improvement of training and professional practice of this tutor. Therefore, we analyzed the tutoring carried out in the course of the EspBio RedeFor as an activity from both the conceptions of the tutors involved, as the documentary evidence relating to the course (first specific objective). This study was possible only through the analysis of various types of activity systems that tutoring can be a part of (second specific objective), until we reach the course activity system of EspBio, where tutoring emerges as activity. In possession of the analyzes performed and the obtained data, we suggest a general characterization of tutoring activity in distance education, setting out the main actions of the professional tutor, as well as possible similarities between tutoring and teaching (third and final specific objective). We verified the possibility to characterize tutoring based on two main areas in which we could identify actions that are part of this activity. Part of them concerns interactions with course participants, Therefore were categorized as shares in a area called \"Tutor- 12 Course Participant\". The other actions are in another area called \"Tutor-Institution\", and are related to managerial tasks of his profession not concerning direct interactions with the course participants, although they may have characteristics that associate with such actors. Since we identified two major areas of actions that define the tutoring activity, to conduct a proper training, we believe that the courses should use this reference line to develop the training processes of their tutors. A better preparation of the tutor will reflect in increased security for his performance and possibly the variable experience will lose some of its importance to the achievement of a good performance, which enables the tutor more consistent performance throughout the course, being the experience then only one enhancement tool and not the acquisition of knowledge of the practice of tutoring.
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Prazeres, Girsivania Teixeira dos. "A prática do tutor na mediação do conhecimento com o aluno do curso de Filosofia a distância da UEMA." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/1512.
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Practice analysis tutor distance of UEMA Philosophy Course as a mediator of knowledge. This work is presented as an investigation of the practice of an important educational subject Education modality of distance (distance education), the so-called 'education tutor at distance', which is justified by its action deemed essential to the process of teaching and learning this sport education. Thus, the general objective of this research was to investigate the practice of tutor distance of Philosophy Course at the State University of Maranhão as meidation of knowledge, with the possibility of forming a student autonomy. Therefore we support you in the literature of distance education of authors such as João Mattar, Daniel Mill, as well as the MEC (Ministry of Education and Culture) Quality Benchmarks that addresses the quality of distance education. In theoretical foundation, through literature review of hermeneutical nature, authors used the philosphy as Walter Benjamin and Theodor Adorno to address the issue of educational autonomy, as libertarian practice consistent with the possibility of student training within the context of media and communication tools mass of modernity. About investigative practice, it is a case study in the course of Philosophy Degree of UEMA. To carry out the research we use questionnaires with closed and open questions as research tools applied to tutors and students of that course, and surveys data were through statistical methods for closed-ended questions and content analysis to the open questions. The importance of mentoring practice observed by tutors and students investigated, where both groups pointed to the mediation of knowledge involved in the formation of autonomy as concrete and observed reality is concluded. Therefore, there have been new study perspectives related to education and its emancipatory role.
Análise da prática do tutor à distância do Curso de Filosofia da UEMA enquanto mediador do conhecimento. Este trabalho se apresenta como uma averiguação da prática de um sujeito educacional importante da modalidade de Educação a Distância (EaD), o chamado ‘tutor de educação a distância’, o qual se justifica pela sua ação considerada indispensável ao processo de ensino aprendizagem desta modalidade educativa. Assim, o objetivo geral desta pesquisa foi investigar a prática do tutor à distância do Curso de Filosofia da Universidade Estadual do Maranhão enquanto mediação do conhecimento, com a possibilidade de formação de uma autonomia discente. Para tanto apoiamo-nos nas literaturas de autores de EaD como João Mattar, Daniel Mill, assim como também os Referenciais de Qualidade do MEC que aborda a qualidade na educação a distância. Na fundamentação teórica, através de análise bibliográfica de cunho hermenêutico, utilizamos autores da filosofia como Walter Benjamin e Theodor Adorno que tratam da questão da autonomia educativa, como prática libertária condizente com a possibilidade de formação discente dentro do contexto de mídias e instrumentos de comunicação de massa da modernidade. Sobre a prática investigativa, trata-se de um estudo de caso realizado no curso de Filosofia Licenciatura da UEMA. Para realização da investigação empregamos questionários com perguntas fechadas e abertas enquanto instrumentos da pesquisa aplicados aos tutores e alunos do referido curso, a análise dos dados se deu através de métodos estatísticos e análise de conteúdo. Conclui-se que a importância da prática da tutoria observada pelos tutores e alunos investigados, onde ambos os grupos apontaram para a mediação de conhecimento envolvida na formação da autonomia como realidade concreta e constatada. Portanto, têm-se novas perspectivas de estudo relacionadas à educação e seu papel emancipador.
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Micholet, Marie. "Un tutorat transversal à distance et en ligne pour l’université." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30031/document.
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Ce travail de thèse a pour projet d’interroger les pratiques de tuteurs en ligne par l'analyse d'interactions tutorales situées étudiants/tuteur produites par le biais d’outils numériques de communication lors de formations institutionnelles à distance et en ligne. L’objectif est de dégager les indices susceptibles d'apporter des éléments de référence pour définir l’intervention tutorale transversale. Il s'agit de comprendre les processus de construction concernant les spécificités des missions du tuteur et les attentes de leur engagement dans l'enseignement et l'apprentissage vers la proposition d’une définition d’un tutorat transversal et de sa mise en place dans les formations à distance pour l’université. Le champ théorique est celui de l'ethnographie dans ses présupposés théoriques (démarche empirique) et par ses pratiques méthodologiques. Nous développons une enquête afin d'observer les interactions au travers des interventions tutorales qui s’attachent à accompagner les étudiants non sur un enseignement précis mais dans un positionnement transversal où se produisent les échanges entre des étudiants de master et une personne tutrice pendant deux années universitaires. La multimodalité des interactions tutorales permettra la constitution de collections de données émises par l'intermédiaire de communication numérique (outils synchrones et asynchrones). Ces données se composent de traces écrites laissées par les étudiants sur les forums de discussion, dans la correspondance par courrier électronique et dans des conversations synchrones. Les actions conversationnelles développées dans ce contexte permettront alors d’interpréter les phénomènes mis à jour lors de l’enquête. Cette recherche offre ainsi l’opportunité de proposer une comparaison entre la fonction académique de tuteur en ligne et la réalité de sa position dans les formations à distance et de soumettre des pistes pour une meilleure intégration du tutorat en ligne dans les formations. L’objectif final étant de proposer un prototype des pratiques tutorales dans la perspective d’une mise en place d'un tutorat en ligne dans les formations numériques universitairesThe goal of this thesis is to assess the online tutoring through an analysis of tutoring interactions between students and tutors using digital communication tools during distance and online institutional education. The objective is to identify indexes that can be referential in determining cross-cutting tutorial activity. It is an attempt to understand the process of determining the specificities of the missions of tutors and the expectations of their participation in teaching and learning with the view to establish an cross-cutting tutoring activity and its implementation in distance education for the university. The theoretical framework is that of ethnography in its theory (empirical approach) and its methodological approaches. We are preparing a survey in order to observe tutoring-based interactions which focus on guiding students not in a specific discipline, but rather in a cross-section of disciplines, characterised by discussions between Master’s Degree students and a tutor for two years. The multi-modality of tutoring will lead to the collection of data resulting from digital communication tools (both synchronous and non-synchronous). The data will thus be composed of both written traces left by students in discussion forums, email and in synchronous conversations. Conversations carried out within this context will thus enable the analysis of the phenomena obtained during the survey. This study thus serves as an opportunity to compare the academic duty of online tutors and the reality of their place in distance education and to provide the way forward for a better integration of online tutoring into education. The overall goal is to come up with a prototype of tutoring activities with the view to create an online tutoring in digital education
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Ferreira, Zeila Miranda. "Prática pedagógica do professor-tutor em educação a distância no curso Veredas - Formação Superior de Professores." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03092009-140200/.
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A pesquisa tem por objetivo, compreender as possibilidades e os desafios da prática pedagógica do professor-tutor no curso Veredas, destinado à habilitação de professores das séries iniciais do ensino fundamental, na modalidade de Educação a Distância EaD). O estudo da prática do tutor no Veredas se deu por meio de pesquisa de campo, na Universidade Federal de Uberlândia (AFOR UFU), em Uberlândia, MG, no período de janeiro de 2003 a julho de 2005. Para melhor compreender de que modo e em que condições o tutor desenvolveu sua função de mediação pedagógica na formação de professores e qual a percepção dos tutores acerca da própria prática, observamos as atividades dos tutores nos encontros presenciais do curso. Realizamos entrevista semiestruturada com tutores e coordenadores, grupo focal com cursistas e análise documental. Participaram da pesquisa, dez tutores e trinta cursistas do total de 42 tutores e 630 professores cursistas. Os resultados mostraram que o Veredas apresentou avanços e inovação no que diz respeito à formação superior de professores das séries iniciais do ensino fundamental em EaD. Entretanto, a pesquisa aponta aspectos que precisam ser corrigidos e aperfeiçoados para melhor atender às necessidades de cursistas e tutores. Esses aspectos envolvem desde o processo seletivo dos tutores, as condições de trabalho até a criação de espaços autoformativos e formativos para o desempenho das funções que exercem. A EaD requer um professor-tutor capaz de refletir e pesquisar a própria prática, com vistas a transformá-la e ressignificá-la. O discurso e prática dos tutores são mesclados por inconsistentes concepções de educação, EaD, professor-tutor, ensino e aprendizagem. Transitam entre abordagens tradicionais, construtivistas e sociointeracionistas e explicitam reduzidos conhecimentos acerca destes elementos e da modalidade à distância. Na maior parte dos encontros presenciais, os tutores se mostram confusos, inseguros, carentes de orientações e de apoio didático-pedagógico, metodológico, tecnológico e administrativo. Apresentaram dificuldades com o planejamento, a coordenação de atividades interativas, colaborativas e significativas, orientações do estágio, monografia e memorial. Demonstraram fragilidades teórico-prática sobre os diversos saberes, competências e habilidades que envolvem a docência, na perspectiva crítico-reflexiva-investigativa em EaD. Consideramos que ficou comprometida a mediação pedagógica e a orientação acadêmica, no sentido de desenvolver nos cursistas práticas reflexivas, interativas e cooperativas, a articulação teoria-prática, autogestão e autonomia no aprendizado. Tal cenário confirma e explicita a urgência e necessidade de autoformação, de formação contínua do professor-tutor em serviço para dar conta de uma formação superior de professores qualificada em EaD.The purpose of this paper is to comprehend the possibilities and the challenges of the pedagogic practice of a teacher-tutor in the Veredas course, aimed at enabling teachers in the initial grades of elementary schools, Distance Education System (EaD). The study of the tutor practice in Veredas course was through a field research in the Federal University of Uberlândia (AFOR UFU) in the city of Uberlândia, state of Minas Gerais, from January 2003 through July 2005. To better comprehend how and in what conditions the tutor developed his/her job of pedagogic mediation in the teachers development and the perceptions of the tutors concerning their own practice, we observed the activities of the tutors in the physical on site meetings during the course. We performed semistructured interviews with tutors and coordinators, focus group with students and document analysis. Some ten tutors and thirty students, out of 42 tutors and 630 student teachers, participated in the research. The results demonstrated that the Veredas course showed advancement and innovation concerning the development of the under graduate course of the initial grade teachers of elementary schools in distance education. However, the research shows aspects that need to be corrected and improved to better suit the needs of the teacher students and tutors. These aspects entangle since the selection procedure of the tutors, the working conditions up to the creation of self-formative and formative spaces to perform their tasks. Distance education requires a teacher-tutor that is able to reflect and research his/her own practice aiming at changing them and giving them a new meaning. The speech and practice of the tutors are mixed with inconsistent conceptions of education, distance education, teacher-tutor, teaching, and learning. They use traditional approach, constructivism, and social-interactionism and show little knowledge concerning these aspects as well as the distance education. In most part of the on site meetings, the tutors seemed confused, insecure, with lack of directions and lack of didactic-pedagogic, methodological, technological, and administrative support. They showed difficulty with the planning and the coordination of the interactive collaborative and significative tasks, internship orientation, dissertation, and the other reflective papers about practices. They also showed little theoretical-practical knowledge concerning various subjects, competence and abilities which entangle the teaching in a critic-reflective-investigative perspective in distance education. We conclude that the pedagogic mediation and academic orientation have been compromised in the way to develop in the teacher students reflective, interactive and cooperative practices, the theoretical-practical articulation, self management and autonomy in the learning process. Such scenario confirms and unveils the urgent need of self-development, continuous development of the working teacher-tutor to be able to carry out the task of majoring teachers in distance education.
Books on the topic "Distance education. Tutors and tutoring"
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South African Institute for Distance Education. Supporting distance learners: A tutor's guide. Cape Town: Francolin Publishers, 1998.
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Rouse, Samuel. The invisible tutor: A surveyof student views of the tutor in distance education. Cambridge: National Extension College, 1986.
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Burge, Elizabeth J. Mediation in distance learning: An investigation of the role of tutoring. [Toronto]: Ontario Institute for Studies in Education, 1991.
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Burge, Elizabeth J. Mediation in distance learning: An investigation of the role of tutoring. [Toronto]: Ontario Institute for Studies in Education, 1991.
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Kelly, Mavis. Teaching at a distance: Ideas for instructors. [Waterloo, Ont.]: University of Waterloo, Teaching Resources and Continuting Education, 1985.
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Roger, Lewis. Tutoring in open learning. Lancaster: Framework Press Educational, 1995.
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Rekkedal, Torstein. Introducing the personal tutor/counsellor in the system of distance education: Project report 2 : final report. Stabekk: NKI-Skolen, 1985.
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Crawford, Gail. Tutoring in distance education: An annotated bibliography. [S.l.]: Athabasca University, Centre for Distance Education, 1992.
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The shadow education system: Private tutoring and its implications for planners. Paris: Unesco, International Institute for Educational Planning, 1999.
Find full textBook chapters on the topic "Distance education. Tutors and tutoring"
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Silveira, Ricardo Azambuja, and Rosa Maria Vicari. "Developing Distributed Intelligent Learning Environment with JADE — Java Agents for Distance Education Framework." In Intelligent Tutoring Systems, 105–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_15.
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Liu, Xiaoqian. "Comparative Research on Tutors Management in Open and Distance Education between UK and China." In Education and Mobilities, 279–92. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9031-9_16.
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Marin, Bogdan-Florin, and Axel Hunger. "A Framework for Building Emotional-Motivational Agents as Intelligent Tutoring Entities." In Technology Enhanced Learning, 168–84. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch008.
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This chapter presents our efforts to integrate role theory and agent technology in order to support collaborative work/learning processes between users spatially distributed within a synchronous collaborative virtual environment. Our work aims to overcome a major inconvenience in distance education systems: tutors’ difficulties when following up a distance collaborative learning process and in particular those students who cannot keep up progress with their team-mates. Our approach embraces the learning paradigms mentioned above and the work on pedagogical and intelligent agents as a mechanism for modelling and analyzing student-tutor interactions.
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Shweta, Praveen Dhyani, and O. P. Rishi. "Agent-Based Distributed Intelligent Tutoring System Using Case-Based Reasoning." In Artificial Intelligence Applications in Distance Education, 211–36. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6276-6.ch013.
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Intelligent Tutoring Systems have proven their worth in multiple ways and in multiple domains in education. In this chapter, the proposed Agent-Based Distributed ITS using CBR for enhancing the intelligent learning environment is introduced. The general architecture of the ABDITS is formed by the three components that generally characterize an ITS: the Student Model, the Domain Model, and the Pedagogical Model. In addition, a Tutor Model has been added to the ITS, which provides the functionality that the teacher of the system needs. Pedagogical strategies are stored in cases, each dictating, given a specific situation, which tutoring action to make next. Reinforcement learning is used to improve various aspects of the CBR module: cases are learned and retrieval and adaptation are improved, thus modifying the pedagogical strategies based on empirical feedback on each tutoring session. The student modeling is a core component in the development of proposed ITS. In this chapter, the authors describe how a Multi-Agent Intelligent system can provide effective learning using Case-Based Student Modeling.
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Hadzilacos, Thanassis, Dimitris Kalles, Dionysis Karaiskakis, and Maria Pouliopoulou. "Using Graphs in Developing Educational Material." In Web-Based Learning Solutions for Communities of Practice, 55–66. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-711-9.ch005.
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Distance learning institutions need to find a way to transplant the benefits of conventional tutoring practices into the development of digital content that is conducive to students’ learning needs. Therein lie two great challenges: promote real distance learning effectively and, at the same time, try to accommodate the ability of students to learn via collaboration. The authors have proposed the development of learner’s open-and-distance-learning (ODL) courses as both a theoretical model and an applied methodology to be one of their key priorities and describe how this concept co-evolves with Web mining and institutional infrastructures to address the needs of emergent communities of practice within their university, primarily of students and secondarily of tutors.
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Najjar, Mehdi. "A Case Study on Scaffolding Adaptive Feedback within Virtual Learning Environments." In Advances in Distance Education Technologies, 108–25. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-934-2.ch008.
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Despite a growing development of virtual laboratories which use the advantages of multimedia and the Internet for distance education, learning by means of such tutorial tools would be more effective if they were specifically tailored to each student needs. The virtual teaching process would be well adapted if an artificial tutor (integrated into the lab) could identify the correct acquired knowledge. The training approach could be more personalised if the tutor is also able to recognise the erroneous learner’s knowledge and to suggest a suitable sequence of pedagogical activities to improve significantly the level of the student. This chapter proposes a knowledge representation model which judiciously serves the remediation process to students’ errors during learning activities via a virtual laboratory. The chapter also presents a domain knowledge generator authoring tool which attempts to offer a user-friendly environment that allows modelling graphically any subject-matter domain knowledge according to the proposed knowledge representation and remediation approach. The model is inspired by artificial intelligence research on the computational representation of the knowledge and by cognitive psychology theories that provide a fine description of the human memory subsystems and offer a refined modelling of the human learning processes. Experimental results, obtained thanks to practical tests, show that the knowledge representation and remediation model facilitates the planning of a tailored sequence of feedbacks that considerably help the learner.
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Finlay, Susan. "Academic and Personal Impact of Peer Tutoring on the Peer Tutor." In Handbook of Research on Curriculum Reform Initiatives in English Education, 234–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch014.
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This chapter features results of a mixed-methods study of the academic and personal impact of peer tutoring on tutors at the Tutorial Centre, Centre for Preparatory Studies at Sultan Qaboos University, Oman. The perceptions of the impact of peer tutoring were gained by interviewing 12 experienced current and former peer tutors who have not yet graduated, that is, former peer tutors who had only recently finished peer tutoring. Transcriptions of the audio-recorded interviews were analyzed using a process of thematic analysis to explore emerging themes. In addition, participants' GPAs before they began tutoring were compared to their current GPAs after they had completed at least two semesters of tutoring through a paired samples t-test. Practical implications of findings for future peer tutoring practice are discussed.
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Hall Jr., Owen P. "Achieving Bloom's Two-Sigma Goal Using Intelligent Tutoring Systems." In Research Anthology on Business and Technical Education in the Information Era, 556–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch031.
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Management education is engaged in significant programmatic reforms in response to the business community's call for web-savvy, problem-solving graduates. Web-based intelligent tutors provide a readily accessible vehicle for enhancing business students' learning performance as well as preparing them for the rigors of the global marketplace. A primary goal of these AI-based systems is to approach Bloom's two-sigma learning performance standard via mastery learning techniques. Furthermore, intelligent tutors can also be used to identify students at risk, to formulate appropriate intervention plans, and to support team learning. Recent evidence suggests that achieving Bloom's goal may be achievable on a routine basis by 2025. The purpose of this chapter is to highlight the growing potential for using intelligent tutors to enhance student and team learning opportunities and outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.
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Costagliola, Gennaro, and Vittorio Fuccella. "A Rule-Based System for Test Quality Improvement." In Distance Education Environments and Emerging Software Systems, 213–32. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-539-1.ch013.
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To correctly evaluate learners’ knowledge, it is important to administer tests composed of good quality question items. By the term “quality” we intend the potential of an item in effectively discriminating between skilled and untrained students and in obtaining tutor’s desired difficulty level. This article presents a rule-based e-testing system which assists tutors in obtaining better question items through subsequent test sessions. After each test session, the system automatically detects items’ quality and provides the tutors with advice about what to do with each of them: good items can be re-used for future tests; among items with lower performances, instead, some should be discarded, while some can be modified and then re-used. The proposed system has been experimented in a course at the University of Salerno.
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Zhang, Hai-yan, Yunhui Hao, Mingsheng Li, and Donna M. Velliaris. "A Study of the One-to-One Writing Tutoring Effects." In Academic Language and Learning Support Services in Higher Education, 29–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2878-5.ch002.
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This chapter is motivated by the fact that few studies have been made about the effects of one-on-one writing tutoring in English writing centers in Chinese universities. It intends to examine the effects through the evaluation of tutors' performance by students. A sample of 57 students responded to the questionnaires designed based on Kaplan's 7 EFL writing objectives proposed in his theory of contrastive rhetoric with minor revision, and 12 participated the structured in-depth interviews. Results demonstrate that tutors have achieved higher level of satisfaction in objectives of vocabulary and expressions (86%), sentence and grammar(85%), etc., but lower satisfaction level in those of awareness of audience(37%), discourse structure (34%), and rhetoric and writing knowledge (40%). The findings indicate no significant correlation between tutoring duration and students' improvement extent, yet a strong negative association between students' language proficiency and their improvement. Finally, some measures about enhancing tutoring effects are suggested.
Conference papers on the topic "Distance education. Tutors and tutoring"
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Siebra, Clauirton, Denise Alencar, Ana Paula Guimarães, and Jefferson Silva. "An Empirical Study about the Vision of a Tutoring Team on the Distance Learning Process." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/wei.2015.10223.
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Tutors are a fundamental element of the Distance Learning (DL) process. In fact, they complement the role of lecturers, giving a closer assistance to DL students. Considering the importance of tutors, this work investigates the DL process from their perspective. To that end, an empirical analysis was carried out via questionnaires and interviews, which were applied to 28 distance and 17 local tutors of a DL computing degree course. The collected information was analyzed and classified as a way to stress the main features, problems and solutions that have been applied along the past semesters. A list of suggestions to improve the educational environment/tool and pedagogic method was also elaborated as a result from this research.
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Altoé Biazatti, Marlon, Paulo Cesar dos Santos, Mírian Peixoto Soares da Silva, Carine Lavrador de Farias, Sancho Messias Bastos, Janie Mendes Jasmim, Almy Junior Cordeiro de Carvalho, Sophia Ayub Fraga Sales Biazatti, and Alessandreia Marta de Oliveira. "TUTORS´ INFORMATION LEVEL AND THEIR STANDPOINT ON ESSENTIAL TUTORIAL COMPETENCES FOR DISTANCE EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1607.
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Ruda, Albert. "TUTORING WITHOUT TUTORS. AN EXPERIENCE AT THE FACULTY OF LAW." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0818.
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Sulcic, Viktorija, and Alja Sulcic. "Can Online Tutors Improve the Quality of E-Learning?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3077.
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In the paper we tried to present online tutoring as a solution to quality issues of e-leaming that e-leaming providers from all over the world are facing. We also briefly presented different roles of online tutors and the skills needed to perform these roles successfully. The online tutoring system was introduced to support students of e-learning courses at our faculty. Through various researches we tried to ascertain the impact online tutors have on student activity and study success. Our researches showed that tutors can improve study outcomes (although not so much students’ grades) and that their activity is well accepted by students (especially part-time students). Finally, we tried to combine all of our findings in a model for online tutoring that tries to identify the key elements and skills tutors need for an efficient support of e-learning delivery.
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Neves, Yviana, Hélio Arthur Irigaray, and Juliana Liedke. "THE MEANING OF WORK FOR TUTORS IN DISTANCE EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2361.
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Youde, Andrew. "A CONCEPTUAL FRAMEWORK FOR EFFECTIVE TUTORS AND TUTORING WITHIN A BLENDED LEARNING CONTEXT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0118.
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Schramm, Carrie, Shane Brown, and David Street. "Peer tutors' perceptions of the in-class peer tutoring program in mechanics of materials." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350586.
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Barana, Alice, Luigi Di Caro, Michele Fioravera, Francesco Floris, Marina Marchisio, and Sergio Rabellino. "Sharing system of learning resources for adaptive strategies of scholastic remedial intervention." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8232.
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This paper presents a model for school remedial, focusing on improving the digital materials sharing process for the diversification of tutoring strategies. The model involves the characterization of materials for automatic assessment shared within a community of tutors. The characterization expects materials to be linked with natural language descriptors explicating their intended instructional objectives. The possibility of implementing a recommendation system on the basis of natural language processing techniques is discussed taking in consideration an analysis of the application of the model within a local-scale project. Clustering techniques searching for materials that have the same educational purposes but involve the activation of different cognitive processes are proposed, in order to continuously extend the database of shared materials in favour of the effectiveness of ongoing tutoring actions. The results collected from questionnaires submitted to students, tutors, and teachers involved in the project are shown, and clustering data are discussed highlighting the feasibility of the application of the model.
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Fornari Dalfovo, Aline, Everton Coimbra de Araújo, and Rogerio Eduardo Cunha de Oliveira. "THE DISTANCE EDUCATION CURRENT SCENARIO IN BRAZIL: THE CHALLENGES INTO THE TUTORS PERCEPTION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0232.
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Bodendorf, Freimut, and Manfred Schertler. "Communication Management and Control in Distance Learning Scenarios." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2745.
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An approach to improve communication processes in e-learning is introduced. Based on a separation of a content-related and a communicational part of e-learning environments a system to support both students and tutors in their communication endeavors is presented. The communication platform consists of administration, configuration, moderation, and certainly communication tools which are described in detail. Finally the example of a telecooperative case study is given to illustrate the platform’s potential in specific e-teaching/e-learning scenarios.
Reports on the topic "Distance education. Tutors and tutoring"
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.
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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.