To see the other types of publications on this topic, follow the link: Distance education. Tutors and tutoring.
Journal articles on the topic 'Distance education. Tutors and tutoring'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Distance education. Tutors and tutoring.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
<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>
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Jelfs, Anne, John T. E. Richardson, and Linda Price. "Student and tutor perceptions of effective tutoring in distance education." Distance Education 30, no. 3 (November 2009): 419–41. http://dx.doi.org/10.1080/01587910903236551.
Full text
12
Walker, Richard. "Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange." European Journal of Open, Distance and E-Learning 18, no. 1 (July 1, 2015): 34–51. http://dx.doi.org/10.1515/eurodl-2015-0003.
Full textAbstract:
Abstract This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.
13
Anam, Khaerul, Raden Sudarwo, and Gunawan Wiradharma. "Sistem Pendidikan Jarak Jauh Berbasis e-Learning Pada Mata Kuliah Pendidikan Matematika I: Studi Kasus di Universitas Terbuka." JARTIKA Jurnal Riset Teknologi dan Inovasi Pendidikan 3, no. 2 (July 11, 2020): 388–95. http://dx.doi.org/10.36765/jartika.v3i2.276.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui bagaimana penerapan tutorial online berbasis e-learning dalam sistem pendidikan jarak jauh pada mata kuliah Pendidikan Matematika 1 di Universitas Terbuka. Penerapan yang dimaksud di sini adalah bagaimana perencanaan, pelaksanaan, evaluasi, serta apa saja kendala yang dihadapi selama kegiatan tersebut. Metode penelitian yang digunakan dalam penelitian ini adalah menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Hasilnya penelitian ini menunjukkan bahwa (1) Perencanaan Tutorial di sediakan langsung dari UT pusat, tutor tinggal melaksanakan; (2) Pelaksanaan tutorial dimulai dengan membuat video sapaan pada setiap inisiasi, kemudian memantau dan menanggapi dari pertanyaan atau tanggapan mahasiswa terhadap diskusi atau permasalahan yang disajikan, selanjutnya memeriksa dan memeberikan feedback terhadap tugas-tugas mahasiswa pada pertemuan ke 3, 5 dan 7; (3) Evaluasi dilihat dari kehadiran sebesar 20%, keaktifan mahasiswa dalam diskusi 30% dan tugas tutorial sebesar 50%. Nilai tutorial online akan berkontribusi jika nilai Ujian Akhir Semester lebih dari 30%; (4) Kendala yang dialami yaitu keterbatasan akses, tutor maupun mahasiswa masih kurang aktif, penulisan simbol-simbol Matematika.
Abstract: Distance Education System Based E-learning in Mathematics Education I) This study aims to find out how to apply e-learning-based online tutorials in the distance education system in Mathematics Education 1 course at Universitas Terbuka. The application referred in this study is the planning, implementation, evaluation, and the constraints encountered during the activity. The research method used in this study is the qualitative method with a case study approach.The results of this study indicate that (1)The planning is provided directly from the UT centre, the tutor only have to carry out the plan; (2)The tutoring begins by making a greeting video at each initiation, then monitoring and responding students' questions or responses on the discussions or issues presented, providing enrichment, then examining student assignments at the 3rd, 5th and 7th meeting; (3)Evaluation is seen from the attendance by 20%, the activeness of students in discussions by 30% and tutorial assignments by 50%. The value of online tutorials will contribute if the value of the Final Semester Examination is more than 30%; (4)The constraints experienced are as follows: The access is limited, the tutors and students are still less active, Mathematical symbols writing, the RAT SAT is not in accordance with the assignments or material in online tutorial activities.
14
Adji, Sandra Sukmaning, and Suciati Suciati. "Face-to-face Tutorial : Students’ Satisfaction Analysis." International Journal of Pedagogy and Teacher Education 3, no. 1 (September 13, 2019): 64. http://dx.doi.org/10.20961/ijpte.v3i1.34535.
Full textAbstract:
<p>One of the characteristics of distance learning students study away from educational organization, and Institution should provide learning assistance to its students in academic services which is implemented with tutor guidance. The students will feel satisfied when their learning had fulfilled their needs. This study aims to analyse the students’ level of satisfaction and expectations in the tutorial activities of some subjects provided in Post Graduate Program. Indicator used in achieving the satisfaction are the passage of communication among students, the interaction in the class face to face tutorial and the ability of tutors in guiding student learning. The data obtained through questionnaires to students from 10 region. The sample of this study were 260 from 1198 students, and populations come from 3 magister program. 30 students use as pilot project through 18 items questionnaire test. By using "product moment" correlation technique, obtained each items pertained valid. The result showed in average, the students gave satisfaction assessment above 3.25 of the scale 4. The items were students’ satisfaction on the tutorial environments; students’ satisfaction on the communication intertwined with the face-to-face tutors; students’ satisfaction on the tutors’ capability in transferring the science substance; and satisfaction to the interaction occurred in face-to-face tutorials and the tutor’s role in tutorial activities. There was a relationship between students’ satisfaction in following face-to-face tutorial with the final semester exam, Master of Basic Education R<sup>2</sup> = 0,027, Master of Public Administration R<sup>2</sup> = 0,01 and Master of Management equal to R<sup>2</sup> = 0,015.</p>
15
Lerra, Mulatu Dea. "The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia." Asian Journal of Humanity, Art and Literature 2, no. 1 (June 30, 2015): 9–22. http://dx.doi.org/10.18034/ajhal.v2i1.290.
Full textAbstract:
Evidently, the implementation of a DL system does not ensure a high-quality education. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. In a given study, a representative sample of tutors and academic program leaders selected through simple random and stratified sampling techniques. Questionnaires and interview were instrumental for data collection. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. It is recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to the specific program would make distance education efficient. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education.
16
Bariieva, Elvina, and Tymofii Toporkov. "Methods of tutoring activities in the training of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 1–11. http://dx.doi.org/10.32919/uesit.2018.03.01.
Full textAbstract:
The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.
17
Sugiran, Sugiran, Pardamean Daulay, Badrus Zaman, Faried Effendy, and Lilis Amalia. "Evaluasi Tutor Online untuk Meningkatkan Kualitas Layanan Tutorial Tatap Muka pada Pendidikan Jarak Jauh." Journal of Information Systems Engineering and Business Intelligence 2, no. 1 (April 29, 2016): 1. http://dx.doi.org/10.20473/jisebi.2.1.1-10.
Full textAbstract:
Abstrak— Penjaminan kinerja tutor di Universitas Terbuka (UT) ditentukan dari hasil evaluasi tutor yang dilakukan secara manual dengan cara membagikan angket kepada mahasiswa. Sistem ini membutuhkan biaya besar, kurang disukai mahasiswa, mengganggu aktivitas tutorial, pengolahan angket masih dilakukan secara manual, dan laporan hasil tidak dapat diterima tepat waktu. Solusinya perlu sistem evaluasi tutor berbasis online untuk menggantikan sistem yang lama. Penelitian ini bertujuan untuk menghasilkan aplikasi sistem evaluasi tutor berbasis online yang dapat meningkatkan kualitas layanan Tutorial Tatap Muka di UT. Desain aplikasi menggunakan System Development Life Cycle (SDLC) dengan beberapa tahapan. Tahap pertama adalah analisis kebutuhan menggunakan teknik wawancara, dokumentasi dan observasi. Tahap kedua adalah analisis kebutuhan sistem yang dilakukan untuk merumuskan solusi dari permasalahan yang ada. Tahap ketetiga yaitu perancangan sistem yang digambarkan dalam bentuk diagram data flow diagram context level (DFD). Tahap keempat merupakan implementasi sistem yang dilakukan dengan membuat pseudocode. Tahap terakhir adalah pengujian sistem, menggunakan metode black box testing. Hasil ujicoba menunjukkan bahwa aplikasi sistem sudah sesuai dengan kebutuhan, dimana mahasiswa UT dapat menilai tutor dengan mengakses internet. Berdasarkan pengujian fungsional dan evaluasi aplikasi evaluasi tutor berbasis online ini dapat membantu UT dalam hal peningkatan kualitas layanan tutorial tatap muka.Kata Kunci— Sistem Evaluasi Tutor, Tutorial Tatap Muka, Pendidikan Jarak Jauh, Universitas TerbukaAbstract— 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.Keywords— Tutor Evaluation System, Face to Face Tutorial, Distance Education, Open University
18
Hamse, Mostafa, Said Lotfi, and Mohammed Talbi. "Identification and Learning Styles' Variation Factors for a Hybrid and Distance Learning Professional Training ODL-SPOC." International Journal of Emerging Technologies in Learning (iJET) 16, no. 17 (September 6, 2021): 89. http://dx.doi.org/10.3991/ijet.v16i17.20851.
Full textAbstract:
The objective of this study is to analyze the learning styles’ variation of Physical Education and Sports’(PES) trainee teachers in relation with demo-graphic factors, type of hybrid or distance training, and technopedagogical design envisaged for designing an Open Distance Learning based on Small Private Online Courses (ODL-SPOCs) device. We used the Learning Styles Question-naire (LSQ-Fa), an adapted and shortened version, as an instrument for measur-ing learning styles distributed to 65 trainee teachers in PES. We examined the ef-fect of these independent variables: sex, age, license’s type, work’s experience in PES or sport, training’s type, the content’s form of our ODL-SPOCs and in-structional tutoring needs and their interaction on variations in learning styles’ scores of PES trainee teachers at a threshold of p <0.05. The data is analyzed by ANOVA test by comparing the variables’ frequencies. The results revealed that trainee teachers aged 30 and over scored higher than those aged 20 to 24 and those aged 25 to 29 in these learning styles: reflectors, theorists and pragmatists. Thus, based on ANOVA test, we found that trainee teachers’ hybrid or distance training and their technical problem-solving needs have the most influence on learning style scores’ variation. Based on our results, we recommend to teachers who are SPOCs’ designer-tutors to identify and verify the learners’ learning styles variation in order to improve performance in open distance learning.
19
Dewi Andriyani and Wahyuni Kadarko. "SISTEM PENYELENGGARAAN TUTORIAL TATAP MUKA DI KABUPATEN TANGERANG." Jurnal Pendidikan 12, no. 2 (August 30, 2011): 102–11. http://dx.doi.org/10.33830/jp.v12i2.502.2011.
Full textAbstract:
This article is the result of research on face-to-face tutorial services for students participating in distance education programs. The research was conducted during the months April to June 2009 in tutorial centers in the district of Tangerang located at SMPN XIII and SD Sukasari 1. Subjects were participants of primary school teacher training program (PGSD), tutors, managers and organizers of the program. Observations focused on the administrative services, academic services, and facilities for tutorial activities. Results showed that there was no special briefing for participants. As a result many students are not prepared to follow the tutorial. The location viewed from the perspective of affordability was very low, because most students live in the suburbs. Tutorial classroom conditions do not meet minimum service standards of a conducive learning space as a result tutors were difficult to develop an instructional system optimally. It is advisable to give a special briefing for the students so that participants had an understanding of the nature of the tutorial, the need to increase the quality of facilities and infrastructure, review the location of activities, and the need for strict academic requirements for tutors.
20
Junior, Julio Candido de Meirelles, Camyla D'Elyz do Amaral Meirelles, Alessandra dos Santos Simão, Andre Cantareli da Silva, and Clemente Gonzaga Leite. "INTERATIVIDADE E TUTORIA NA PRÁTICA DO ENSINO A DISTÂNCIA / INTERACTIVITY AND TUTORING IN THE PRACTICE OF DISTANCE EDUCATION." Brazilian Journal of Development 7, no. 3 (2021): 31580–93. http://dx.doi.org/10.34117/bjdv7n3-737.
Full text
21
Borza, Sorin, Ionela Magdalena Rotaru, and Iunia Borza. "Multimedia Tutorials, Used In Engineering Education." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 477–82. http://dx.doi.org/10.2478/cplbu-2014-0080.
Full textAbstract:
AbstractThe purpose of this paper is to highlight the benefits that they generate using multimedia tutorials in the process of education and especially higher education. One of the major objectives of the paper is to make a pertinent analysis that has a multimedia tutorial both classical and educational process at the distance. Another area in which the paper refers is the one related to research conducted in training on the web or WBC. The paper is the result of a long period that was studied the impact that it presents these types of tutors both in the educational process of education and living at a distance. The paper will present a concrete impact on groups of students use multimedia tutorials on learning process and the implications they will have in the future. This paper is based on research undertaken by the author for many years on the educational process and its results show both in writing and graphic methods, the advantages of this technology on how to teach the students and the impact of the multimedia tutorial to the teacher.
22
Alevizos, Theodoros, Petros Belsis, Christos Skourlas, Vasilios Tsoukalas, and John Varnas. "Distance learning experiments between two technological education departments of informatics in Greece." Facta universitatis - series: Electronics and Energetics 18, no. 2 (2005): 225–36. http://dx.doi.org/10.2298/fuee0502225a.
Full textAbstract:
In this work a non-prescriptive methodology framework for the instructional planning and tutoring of online distance courses and its application to a Distance Learning experiment between two Technological Education Informatics Departments in Higher Education are presented and briefly discussed. This framework is based on Content ? Instruction and Tutor - Learner Centered Approaches and consists of the following: capturing of Strategic Decisions, conducting requirements analysis and specifying the Scope of the course. Planning and ?Reengineering? process are also included. Design, allocation and units? standardization form a basis for Instruction, which is seen as a Workflow process. The presentation is combined with an overview of the distance learning experiments between the two departments. Eventually, a preliminary summative evaluation, the received feedback from the students and second thoughts for future activities are presented.
23
Yeboah, Douglas. "Mobile Learning Support in Delivering Distance Education: Perception of Students of University of Cape Coast, Ghana." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (October 28, 2020): 61–71. http://dx.doi.org/10.21522/tijar.2014.07.02.art007.
Full textAbstract:
This paper explored the perception of University of Cape Coast distance education students on the use of mobile technologies to facilitate interactions among students and tutors as a learning-support system. The paper aimed at establishing whether distance education students would accept to be taught using a blend of mobile technologies and biweekly direct face-to-face tutorials on weekends. A questionnaire was used to collect data from a sample of 300 students pursuing various Diploma, Bachelor’s and Master’s degrees by distance at University of Cape Coast using systematic sampling technique. The data was analysed using descriptive statistics. It was found that scheduled face-to-face tutorial sessions of distance education in University of Cape Coast were not supportive enough to address students’ learning needs. Also, all the respondents possessed mobile devices and perceived blending of mobile learning in distance education as an avenue to enhance collaborative learning with faculty and colleagues. It was recommended that curriculum and instructional designers of distance education courses must consider incorporating mobile learning pedagogies in the distance courses and learning experiences to address students’ learning needs using mobile technologies.
24
Olea Deserti, Elia, Ruth Salazar Pulido, and María Araceli Herrera Rodríguez. "El instituto politécnico nacional (México) y sus licenciaturas a distancia en el siglo XXI / National Polytechnic Institute (Mexico) and their Bachelor Programmes a Distance Education Model in XXI Century." Revista Internacional de Aprendizaje en la Educación Superior 5, no. 2 (January 28, 2019): 71–80. http://dx.doi.org/10.37467/gka-revedusup.v5.1870.
Full textAbstract:
ABSTRACTThe research was carried out in Distance degrees from The Higher School of Commerce and Administration, Unidad Santo Tomás of the National Polytechnic Institute in Mexico. The objective was to investigate students' perception of the application of the tutorial strategies that allowed them to reach autonomous learning. It A transversal descriptive investigation. Is Applied A questionnaire type Likert In The Moodle platform used in the school. Is They present the data regarding the Communication, resolution of doubts and feedback of the activities carried out by the tutors and their impact on the Safety as students of this educational modality.RESUMENLa investigación fue realizada en las licenciaturas a distancia de la Escuela Superior de Comercio y Administración, Unidad Santo Tomás del Instituto Politécnico Nacional en México. El objetivo fue investigar la percepción de los estudiantes sobre la aplicación de las estrategias tutoriales que les permitieron llegar al aprendizaje autónomo. Se hizo una investigación descriptiva transversal. Se aplicó un cuestionario tipo Likert en la plataforma Moodle usada en la escuela. Se presentan los datos respecto a la comunicación, resolución de dudas y retroalimentación de las actividades que realizaron los tutores y su impacto en la seguridad como estudiantes de esta modalidad educativa.
25
Meneses-Hernández, Jorge A. "LA EVALUACIÓN FORMATIVA DURANTE LA TUTORÍA PRESENCIAL DE DOS ASIGNATURAS DEL ÁREA DE TRATAMIENTO DE LA INFORMACIÓN DE LA CARRERA DE BIBLIOTECOLOGÍA DE LA UNIVERSIDAD ESTATAL A DISTANCIA. FORMATIVE ASSESSMENT DURING PRESENTIAL TUTORING OF TWO SUBJECTS OF T." Revista Electrónica Calidad en la Educación Superior 5, no. 2 (November 3, 2014): 263–97. http://dx.doi.org/10.22458/caes.v5i2.692.
Full textAbstract:
La formación profesional en Bibliotecología en educación a distancia es una modalidad que ha tomado auge en los últimos años en Costa Rica. Ya que ha permitido que gran cantidad de personas de distintas regiones del país estudien Bibliotecología, o continúen sus estudios, que por razones personales no han concluido.El objetivo de esta experiencia es describir la función reguladora del proceso de enseñanza y aprendizaje del estudiantado, en la construcción de conocimiento en el área de “tratamiento de la información”, en la tutoría presencial como recurso didáctico en dos asignaturas híbridas de la Carrera de Bibliotecología de la Universidad Estatal a Distancia. La experiencia de evaluación de los aprendizajes en educación a distancia por medio de plataformas virtuales mejora constantemente la calidad del aprendizaje. La evaluación como un proceso dinámico permite ver los cambios en el estudiante durante su formación.Las asignaturas híbridas se caracterizan por la evaluación formativa. Por medio de los resultados obtenidos de las primeras experiencias de aprendizaje y durante la tutoría presencial permiten al tutor y encargado de cátedra una lectura general del grupo. De esta forma la evaluación formativa permite comprender, retroalimentar y mejorar en distintas dimensiones al estudiante en su formación académica. Palabras claves: enseñanza superior, bibliotecología, educación a distancia, bibliotecología, formación profesional.AbstractThe major of Librarianship through distance learning education has gained recognition during the last years in Costa Rica. This modality aids people from different regions of the country to continue their studies in order to accomplish an academic diploma. This work aims to describe the function of assessment within the teaching-learning process in the construction of knowledge specifically in the area of data management. For this purpose, tutorials will be regarded as didactic resources to complement two hybrid courses of the major of Librarianship at Universidad Estatal a Distancia. The use of virtual platforms to carry out assessment procedures in distance learning education improves quality of learning and makes the process more dynamic for the students. Formative assessment is a characteristic of hybrid courses since it gives the tutors and course coordinator valuable data about the students´ population. This information is used to analyze if the course is providing the students with the necessary skills they need, or if the course has to be modified. Keywords: higher education, librarianship, distances learning education, professional development.
26
Fernandes Júnior, Alvaro Martins, and Jorge Luiz Bernardi. "Reflexões sobre o papel do tutor na EAD." REVISTA INTERSABERES 14, no. 31 (April 27, 2019): 226–39. http://dx.doi.org/10.22169/ri.v14i31.1585.
Full textAbstract:
RESUMO Considerando o cenário da Educação a Distância no Brasil e sua importância enquanto possibilidade de democratização da educação superior, este texto tece reflexões a respeito do papel do tutor nos ambientes virtuais de aprendizagem, usuais em cursos oferecidos nesta modalidade. O texto inicia com algumas ponderações filosóficas que revelam a influência que o conhecimento (ou sua falta), exerce sobre a humanidade, considerando-se que é pela construção de conhecimento que se favorece a superação de desigualdades e melhor qualidade de vida. Nesse sentido, apresenta-se a modalidade a distância como possibilidade de autonomia e emancipação social, sendo necessário pensar a respeito do papel do tutor neste horizonte. Finalmente o texto conceitua ambiente virtual de aprendizagem, preconizando alguns princípios relevantes na aprendizagem de adultos. Palavras-chave: Educação a distância e tutoria. Tecnologia e educação. Ambiente Virtual de aprendizagem. ABSTRACT Considering the scenario of Distance Education in Brazil and its importance as a possibility for the democratization of higher education, this text reflects on the role of the tutor in the virtual learning environments, usual in courses offered in this modality. The text begins with some philosophical considerations that reveal the influence that knowledge (or its lack), exerts on humanity, considering that it is by the construction of knowledge that favors the overcoming of inequalities and better quality of life. In this sense, the distance modality is presented as a possibility of autonomy and social emancipation, being necessary to think about the role of the tutor in this horizon. Finally, the text conceptualizes virtual learning environment, advocating some relevant principles in adult learning. Key words: Distance education and tutoring. Technology and education. Virtual learning environment. RESUMEN Considerando el escenario de la Educación a Distancia en Brasil y su importancia como posibilidad de democratización de la educación superior, este texto teje reflexiones acerca del papel del tutor en los ambientes virtuales de aprendizaje, usuales en cursos ofrecidos en esta modalidad. El texto comienza con algunas ponderaciones filosóficas que revelan la influencia que el conocimiento (o su falta), ejerce sobre la humanidad, considerando que es por la construcción de conocimiento que se favorece la superación de desigualdades y mejor calidad de vida. En ese sentido, se presenta la modalidad a distancia como posibilidad de autonomía y emancipación social, siendo necesario pensar acerca del papel del tutor en este horizonte. Finalmente el texto conceptualiza ambiente virtual de aprendizaje, preconizando algunos principios relevantes en el aprendizaje de adultos. Palabras clave: Educación a distancia y tutoría. Tecnología y educación. Entorno virtual de aprendizaje. DOI: http://dx.doi.org/10.22169/revint.v14i31.1585
27
Guichon, Nicolas. "Training future language teachers to develop online tutors’ competence through reflective analysis." ReCALL 21, no. 2 (May 2009): 166–85. http://dx.doi.org/10.1017/s0958344009000214.
Full textAbstract:
AbstractThis article sets out to identify key competencies which language tutors need to develop in order to manage synchronous online teaching. In order to aptly monitor interactions with distant learners, it is proposed that three types of regulation pertaining to socio-affective, pedagogical and multimedia aspects are required. On the one hand, this research aims at specifying these competencies and, on the other hand, it seeks to identify the relevance of reflective analysis for professional development.The context of this study is a teacher training programme for Masters Degree students in teaching French as a foreign language that provides trainees with the opportunity of teaching online to intermediate-level students of French from a North American university via a desktop videoconferencing platform. This programme first endeavours to put trainees in a professional situation by getting them to prepare and administer sessions in order to confront them with the specific challenges of synchronous online tutoring. Second, it seeks to help them to gain insight into their own activity by developing critical thinking towards their own practice.The data elicited for this research derive from the tutor trainees’ interpretations of their own practice when confronted with the film of their own situated activity. The episodes chosen by the trainees to feed the self-confrontation process constitute significant units because by being told and commented upon, they elucidate how and to what extent competencies are built. Three discursive strategies have been identified and used to organise the content analysis of the data: description; expression of a difficulty; reflective review of the activity. The strategies used by trainees to verbalise their own activity can inform teacher educators about the constraints of the work situation and about the resources trainees need to deploy to face up to this unknown professional situation.Results indicate that trainees concentrate particularly on pedagogical aspects that distance and faulty technology have rendered complex. The encountered difficulties are equally distributed between a repertoire of competencies pertaining to language teaching and competencies more directly linked with online teaching. Finally, this study has enabled us to assess the potential of self-confrontation for teacher practice and leads us to propose directions for improving this training device.
28
Sandra S.A., [None], Durri Andriani, Sunu Dwi Antoro, [None] Prayekti, and [None] Warsito. "Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community." Excellence in Higher Education 2, no. 2 (December 15, 2011): 114–20. http://dx.doi.org/10.5195/ehe.2011.47.
Full textAbstract:
This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas) module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka) identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context. Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill
29
Costa, Michel da, Maria Elisabette Brisola Brito Prado Prado, Maria Elisa Esteves Lopes Galvão GALVÃO, and Fátima Aparecida da Silva Dias DIAS. "Medidas Estatísticas no Contexto de uma Formação Continuada para Docentes que Atuam no Ensino Superior." Jornal Internacional de Estudos em Educação Matemática 13, no. 4 (February 11, 2021): 525–33. http://dx.doi.org/10.17921/2176-5634.2020v13n4p525-533.
Full textAbstract:
ResumoBuscou-se, neste artigo, trazer algumas considerações sobre uma formação continuada em EaD cujo objetivo foi propiciar um processo de Letramento Estatístico para um grupo de profissionais que atuam na tutoria de cursos do Ensino Superior na modalidade a distância. A fundamentação teórica, no que tange às discussões referentes ao Letramento Estatístico, foram utilizados os pressupostos de Gal e Batanero, além de Freire, nas questões da leitura do mundo, reconhecimento da educação dialética e compreensão da estatística como forma de intervenção no mundo e na tomada consciente de decisões, reconhecendo o potencial do letramento como forma de vivenciar situações que desenvolvam competências em contextos diversificados na formação do cidadão crítico. Adotou-se a metodologia qualitativa, com dados coletados por meio dos documentos institucionais, entrevistas, materiais e protocolos dos participantes do curso e do ambiente virtual. O curso proporcionou reflexões acerca do Letramento Estatístico fazendo correlações com o cotidiano, favorecendo a apropriação de habilidades diversas relacionadas à interpretação de dados em tabelas, gráficos diversos, bem como o uso de medidas estatísticas para a análise de conjecturas distintas, por meio de conceitos padronizados e considerando as medidas de tendência central e as de tendência de dispersão. Os resultados deste estudo também apontam a necessidade de as Instituições de Ensino Superior que oferecem educação a distância proporcionarem formações constantes, nas quais os educadores vivenciem o papel do aluno e, por meio desse processo reflexivo, possam aperfeiçoar suas competências profissionais no tocante às práticas de letramento e melhoria nas mediações pedagógicas.Palavras-chave: Letramento estatístico. Educação estatística. Formação em serviço. Educação à Distância.
AbstractIn this article, we sought to bring some considerations about continuing education in distance education whose objective was to provide a process of Statistical Literacy for a group of professionals who work in the tutoring of Higher Education courses in the distance modality. The theoretical foundation, with respect to the discussions concerning Statistical Literacy, the assumptions of Gal and Batanero, in addition to Freire, were used in the issues of reading the world, recognition of dialectical education and understanding of statistics as a form of intervention in the world and in conscious decision-making, recognizing the potential of literacy as a way of experiencing situations that develop competencies in diverse contexts in the formation of critical citizens. The qualitative methodology was adopted, with data collected through institutional documents, interviews, materials and protocols of course participants and the virtual. The course provided reflections on Statistical Literacy, making correlations with daily life, favoring the appropriation of different skills related to the interpretation of data in tables, different graphs, as well as the use of statistical measures for the analysis of different conjectures, through standardized concepts and considering measures of central tendency and those of dispersion tendency. The results of this study also point out the need for Higher Education Institutions that offer distance education to provide constant training, in which educators experience the role of the student and, through this reflective process, can improve their professional skills with regard to teaching practices. literacy and improvement in pedagogical mediations.
Keywords: Statistical Literacy. Statistical Education. In-service Training. Distance Education.
30
Stenhoff, Donald M., and Benjamin Lignugaris/Kraft. "A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings." Exceptional Children 74, no. 1 (October 2007): 8–30. http://dx.doi.org/10.1177/001440290707400101.
Full textAbstract:
Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
31
Bendjebar, Safia, Yacine Lafifi, and Hamid Seridi. "Modeling and Evaluating Tutors' Function using Data Mining and Fuzzy Logic Techniques." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (April 2016): 39–60. http://dx.doi.org/10.4018/ijwltt.2016040103.
Full textAbstract:
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 of the tutors. This technique facilitates the classification among tutors for adapting tutoring to student's problems. The component of the proposed tutor model is a set of profiles which are responsible for representing the necessary information about each tutor. A fuzzy logic technique is used in order to define tutor's tutoring profile. Furthermore, the K nearest neighbor algorithm is used to offer much information for each new tutor based on the models of other similar tutors. This new approach has been tested by tutors from an Algerian University. The first results were very encouraging and sufficient. They indicate that the use of fuzzy logic technique is very useful and estimate the adaptation of the tutoring process according to tutors' skills.
32
Comfort, Paul, and John James McMahon. "The effect of peer tutoring on academic achievement." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 168–75. http://dx.doi.org/10.1108/jarhe-06-2012-0017.
Full textAbstract:
Purpose – The purpose of this paper is to determine the effects of peer tutoring on the academic achievement, during practical assessments, of the tutors and tutees. Design/methodology/approach – Final year students on an undergraduate Sports Science degree programme provided optional peer tutored practical sessions, once per week (two hours per session) for 12 weeks, for second year students on the same undergraduate programme. Students were then assessed on their ability to demonstrate, coach and explain a range of dynamic resistance exercises. Findings – A one way analysis of variance with Bonferroni post hoc analysis demonstrated a significantly greater academic achievement in the peer tutoring group (73.64±10.26 per cent) compared to students that were not peer tutored (46.20±20.27, p=0.003) and compared to the previous years’ cohort that were not peer tutored (56.83±19.18, p<0.001). Moreover, tutors also demonstrated significantly (p<0.001) higher grades (82.00±11.01 per cent) compared to the students that did not act as peer tutors (64.88±8.82 per cent). Practical implications – This study demonstrates that peer tutoring during practical sessions in Sports Science programmes can enhance the development of practical skills and achievement of both tutees and tutors during practical assessments. Originality/value – To the authors knowledge this is the first study to determine the effects of peer tutoring on both the tutors and tutees, in a Sports Science setting.
33
Saidova, K. Z., G. R. Pozhidaev, I. D. Kotilevets, and I. A. Ivanova. "Analysis of the tutors’ activity for creating a platform for distance tutoring." Informatics and education, no. 6 (September 26, 2021): 18–28. http://dx.doi.org/10.32517/0234-0453-2021-36-6-18-28.
Full textAbstract:
Today, in connection with the informatization of society, all spheres of life are adapting to distance working conditions. Tutors, like many other teachers, need to adapt to the new lesson format. The article examines how the services of tutors in various subjects via the Internet are provided, what software and educational resources are used to prepare and conduct distance learning, are there any significant differences from the point of view of the tutor in the distance and face-to-face training format. The preferences of tutors regarding the functionality of the system are given, which will be a tool for conducting individual lessons on the Internet. The research was carried out using an empirical method — through a survey. To participate in it were invited tutors who are already teaching online or have taught before, as well as those who are just starting to engage in online tutoring. The results of this research are presented in an article with analytical comments. A detailed description of the tutor’s activities in the process of conducting distance learning is given. As a result, it was concluded that a system for conducting distance lessons is a necessity for a modern teacher engaged in tutoring. The article presents the necessary functional minimum of such a system.
34
Leung, Kim Chau. "An updated meta-analysis on the effect of peer tutoring on tutors’ achievement." School Psychology International 40, no. 2 (October 30, 2018): 200–214. http://dx.doi.org/10.1177/0143034318808832.
Full textAbstract:
Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors’ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors’ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-analysis software programme and SPSS macro for analyses. It was found that the weighted mean effect size was 0.43 ( p < 0.001). Moreover, the crucial parameters for optimizing the effectiveness of peer tutoring interventions are identified as follows: Tutees with low academic ability; tutors coming from secondary school; fewer tutor training sessions per week; shorter tutor training time per session; choosing mathematics as subject content; random assignment of tutees and tutors; structured peer tutoring; same-age non-reciprocal peer tutoring; same-sex dyad grouping; and more weekly tutoring sessions but longer tutoring time for each session.
35
Bendjebar, Safia, Yacine Lafifi, and Amina Zedadra. "Automatic Detection of Tutoring Styles Based on Tutors' Behavior." International Journal of Distance Education Technologies 14, no. 2 (April 2016): 79–97. http://dx.doi.org/10.4018/ijdet.2016040106.
Full textAbstract:
In e-learning systems, tutors have a significant impact on learners' life to increase their knowledge level and to make the learning process more effective. They are characterized by different features. Therefore, identifying tutoring styles is a critical step in understanding the preference of tutors on how to organize and help the learners. In this context, the authors address the problem of extracting tutoring styles from tutors' behavior. According to this later, tutors are classified automatically into their styles. This technique will be helpful to provide a suitable advice to learners. In the first step, a set of indicators are defined to characterize a tutoring style. In the second one, the accuracy between the tutoring styles obtained from the proposed approach and those defined from a simple questionnaire is investigated. To validate this approach, the authors have collected data from an on line tutoring system (LETline, http://www.labstic.com/letline). They present the results of their analysis and discuss some limitations that can be helpful to the researchers working in the tutoring field.
36
Makuwira, Jonathan. "Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program." Australian Journal of Indigenous Education 37, no. 1 (2008): 48–55. http://dx.doi.org/10.1017/s1326011100016082.
Full textAbstract:
AbstractThis research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtained from interviews, the study raised more questions than answers. The results reflect tutors' own teaching orientations. This is particularly clear when all of the tutors who participated in this study were NOT mathematics trained teachers but had either taken interest in the subject as a result of doing a mathematics-related subject such as engineering and science. Overall, there was consensus that establishing rapport between the students and Learning Advisers was crucial. Knowing who the students are and, vice versa, was also considered fundamental. For some, it was an acknowledgment that both the tutor and the student were on a discovery journey. The majority of the tutors prefer a process where a mathematical concept was explained first, followed by an application of real life situations.
37
Joubert, Yvonne T., and Annette M. Snyman. "Challenges Experienced with Online Tutoring in an ODL Institution." Progressio: South African Journal for Open and Distance Learning Practice 39, no. 1 (February 21, 2018): 126–45. http://dx.doi.org/10.25159/0256-8853/2139.
Full textAbstract:
The objectives of this exploratory qualitative study were to determine the challenges of online teaching that were experienced by e-tutors in an open distance learning (ODL) institution, and to suggest possible solutions to overcome these challenges. The study was conducted with a sample of 31 (out of a total of 50) e-tutors in the Human Resource Management Department. Two main open-ended questions were sent to e-tutors in this department via email, to be completed on a voluntary basis. The results indicated that the e-tutors experience challenges such as low participation and lack of commitment by students. Students prefer to interact with the lecturers directly, there is limited or no interaction between lecturers and e-tutors, the e-tutors experience a sense of isolation and feel that their training is inadequate, and students are unclear about the role of the e-tutor, have limited access to technology and experience administrative problems. By analysing the findings of the literature review, as well as the results of the exploratory qualitative study, the researchers were able to identify the solutions by means of which an ODL institution can overcome the challenges of e-tutoring and ensure greater success for both students and the institution.
38
Cochran, Lessie, Hua Feng, Gwendolyn Cartledge, and Sheri Hamilton. "The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders." Behavioral Disorders 18, no. 4 (August 1993): 292–302. http://dx.doi.org/10.1177/019874299301800402.
Full textAbstract:
Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.
39
Furterer, Sandra L., Kellie Schneider, Michael B. Key, Daniel Zalewski, and Michael Laudenberger. "Implementing lean six sigma and discrete-event simulation for tutoring operations in higher education institutions." International Journal of Lean Six Sigma 10, no. 4 (November 1, 2019): 909–27. http://dx.doi.org/10.1108/ijlss-08-2018-0084.
Full textAbstract:
Purpose The purpose of this study is to improve the utilization of walk-in tutors at the University of Dayton. Design/methodology/approach This paper discusses the application of mixed methods participatory action research with the use of the lean six sigma (LSS) define-measure-analyze-improve-control (DMAIC) methodology combined with discrete event simulation to improve the tutoring processes at the University of Dayton. Findings The impact of these improvements provided a great balance between tutor utilization and student wait time, and as a result, an increase in pay was negotiated for tutors. Additionally, two schools within the University, Engineering and Business, have seen the value of the tutoring for their students and have provided additional financial support for tutoring services. Specifically, these schools now have dedicated by-appointment tutors for their students. Originality/value Incorporating simulation within the LSS methodology provides a “prototype” simulation of the potential solutions prior to changing the process in the real world. This approach can minimize the risk of implementing solutions that are costly or ineffective. The improvement of increased tutor pay helped to demonstrate the university’s commitment to tutors and tutoring. Through continuous improvement efforts, the tutoring department has tripled the number of courses that they support through these enhanced relationships, improved utilization and the overall culture and work environment. The LSS methodology and tools combined with discrete event simulation can be used as a guide for improving other repetitive processes within the university.
40
Aravind, Vasudeva Rao, and Craig Refugio. "Efficient learning with intelligent tutoring across cultures." World Journal on Educational Technology: Current Issues 11, no. 1 (February 11, 2019): 30–37. http://dx.doi.org/10.18844/wjet.v11i1.4007.
Full textAbstract:
Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries—USA and Philippines—were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.Keywords: Intelligent tutoring, physics education, engineering education, educational technology.
41
Koselak, Jeremy. "The revitalized tutoring center." Phi Delta Kappan 98, no. 5 (January 23, 2017): 61–66. http://dx.doi.org/10.1177/0031721717690368.
Full textAbstract:
One high-leverage strategy rooted in a strong research base — the revitalized tutoring center — provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports during the school day, free to all students and targeted to some, the center helps schools close the opportunity gap without overburdening teachers, schedules, or budgets. One high school in Colorado that implemented the approach experienced a dramatic improvement in on-time graduation rates.
42
Sutherland, Kathryn A., and Amanda Gilbert. "Academic aspirations amongst sessional tutors in a New Zealand University." Journal of University Teaching and Learning Practice 10, no. 3 (July 1, 2013): 119–30. http://dx.doi.org/10.53761/1.10.3.7.
Full textAbstract:
In New Zealand, as in many other western societies, the higher education system has become an increasingly less secure place in which to work, and over 40 per cent of those teaching in New Zealand higher education are sessional staff of some kind. Our university in New Zealand has long relied on parttime paid tutors, many of whom are students themselves, to deliver part of the teaching in large courses. These tutors work with groups of students facilitating their learning in workshops, seminars, laboratories and a variety of other teaching environments. We have tracked the experiences of tutors over a significant period of time, and surveys of tutors’ experiences since 2007 reveal that the majority of respondents hold tight to the hope of a future academic career. They regard tutoring as good preparation for an academic career, and many report being even more committed to pursuing an academic career since beginning tutoring. How can we best support tutors to navigate their way into an academic career that might look somewhat different from the one they set out to pursue? This paper shares data and insights from our longitudinal research with tutors, and encourages those supporting sessional staff to think about how to enable tutors to take a scholarly approach to their teaching, regardless of the career path they eventually take.
43
Marsely, Mika. "Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 5, no. 1 (July 10, 2020): 25. http://dx.doi.org/10.26675/jabe.v5i1.12634.
Full textAbstract:
This study attempts to investigate the use of peer tutoring and to assest the effectiveness of peer tutoring in accounting learning, State Polytechnic of Malang. A descriptive research approach with case study was employed in this research. The information gathered by documentation, observation and in depth interview. The accounting learning was done by the author with apllying same age peer tutoring (co-peer). The findings revealed that peer tutoring is a very effective learning strategy both to tutors and tutees. Tutors feels happy, proud, and satisfied when the lecturers trust them to give the material in front of their friends. Whereas the tutees feel more comfortable because the learning activities has become more relaxed and not strained, the students have been brave to ask more question. Peer tutoring has improve the academic achievement, communication skill, responsibilities, patience, empathy, sympathy, and strengthening the social skills both to tutors and tutees. As we know that these all skills were very needed in the world life. The author suggest that it should be utilized within the premises of the educational institutions. It is a must for polytechnic students to be equipped with such ability given that it has a great impact towards their future career development. The graduates are believed to be able to perform productively in the society with this ability, notwithstanding what contexts they are in. This is to assure that they would be able to function in line with the complex world of today.
44
Scruggs, Thomas E., Margo Mastropieri, Debra Tolfa Veit, and Russell T. Osguthorpe. "Behaviorally Disordered Students as Tutors: Effects on Social Behavior." Behavioral Disorders 12, no. 1 (November 1986): 36–44. http://dx.doi.org/10.1177/019874298601200107.
Full textAbstract:
Randomly assigned to tutor and control groups were 24 behaviorally disordered students. Tutoring condition students tutored lower functioning students in language and social play areas during four 5-week tutoring sessions. A variety of dependent measures were employed during the course of the intervention including absences, disciplinary referrals, change in targeted behaviors, behavior rating scales, continuous records, achievement test scores, and attitudes toward school. Although anecdotal reports strongly favored tutoring, all objective measures failed to indicate behavior change due to tutoring. Congruence with previous research and implications for special education are given.
45
Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.
Full textAbstract:
The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.
46
Sanchez-Aguilar, Janeth. "Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 167–82. http://dx.doi.org/10.15446/profile.v23n2.87744.
Full textAbstract:
This article reports on the findings of a mixed methods research study on tutors’ and tutees’ behaviors and attitudes during the tutoring sessions and their perceptions about English language peer tutoring at a bilingual, international, and sustainable university in central Mexico. Observation, peer assessment, and semistructured interviews results suggest that tutees and tutors asked and answered questions and had a positive attitude towards error correction in almost all the sessions. Likewise, they reveal that participants clarified doubts, seemed motivated, motivated their peers, and had a constructive attitude towards teaching and learning from a peer most of the time during the tutoring. Furthermore, results indicate that the participants were positive about the experience, the sessions, their peers, and the influence in their learning.
47
Merrill, Douglas C., Brian J. Reiser, Michael Ranney, and J. Gregory Trafton. "Effective Tutoring Techniques: A Comparison of Human Tutors and Intelligent Tutoring Systems." Journal of the Learning Sciences 2, no. 3 (July 1992): 277–305. http://dx.doi.org/10.1207/s15327809jls0203_2.
Full text
48
Ghenghesh, Pauline. "Personal tutoring from the perspectives of tutors and tutees." Journal of Further and Higher Education 42, no. 4 (May 9, 2017): 570–84. http://dx.doi.org/10.1080/0309877x.2017.1301409.
Full text
49
Tikhomirova, Yelena V., Dmitriy B. Vorontsov, Tat'yana V. Sutyagina, and Valeriy V. Golubev. "Experience in training high school teachers for tutoring activities." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 233–39. http://dx.doi.org/10.34216/2073-1426-2019-25-3-233-239.
Full textAbstract:
The article is devoted to the problem of introducing a tutor support model for students in the higher education system. The article raises the issue of readiness of pedagogues of school subject in higher education to master the position of a tutor. What underlies the research problem, is the contradiction between the lack of trained personnel – tutors, higher school pedagogues who would not be willing to formally fulfill this role, but to approach it consciously and being truly included into it, on the one hand, and the growing demand for them in higher education, on the other. The article describes an experimental event on teaching tutoring in the short-term project activities of student groups participating in the educational leap "Jump to the Future". In this experiment, the area of responsibility of the tutors was to create conditions for the emergence of an educational result among the participants of the project intensive and to build the trajectory of their individual and group development. The article describes both objective and subjective (semantic) criteria for assessing the success of tutors. The authors focus on the main indicator of the formation of competences of tutors – an effective solution to problem situations. The article summarises and analyses the results of a survey of the team of tutors of the project "Jump to the Future 2019", conducted at the end of the experiment.
50
Allor, Jill H., Earl H. Cheek, Patricia M. Smith, and Emma M. Schorzman. "Considering Tutors' Perspectives: Implications for Tutoring Struggling Readers." Reading & Writing Quarterly 22, no. 4 (September 22, 2006): 357–74. http://dx.doi.org/10.1080/10573560500455760.
Full text