Relevant bibliographies by topics / Tutor

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Tutor'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Tutor"

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Budiarso, Iwan, Hendi Suhendraya Muchtar, Suharyanto H Soro, and Dinny Mardiana. "Online Tutorial And Webinar Tutorial Management On Distence Learning Process At Indonesia Open University." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1708–14. http://dx.doi.org/10.51601/ijersc.v3i4.470.

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The Open University provides study assistance services to students in the form of a Tutorial program. The implementation of the Tutorial managed by the Tutor as a facilitator has not run optimally. This situation becomes the background of the research problem. The purpose of this research is to analyze the management of Tuton and Tuweb tutors. The theory used is in the form of management functions initiated by Terry. This research is a descriptive study with a qualitative approach that reveals the situation by describing the reality correctly and naturally in the distance learning procession. Data was collected through observation, interviews, documentation, and triangulation. The data obtained were then reduced, presented, and concluded. The results of the research generally reveal that management functions have been carried out but their implementation has not been fully implemented. Specific conclusions show (1) Planning: carrying out tutorial preparation meetings and tutor evaluations. (2) Organizing: determine the standardization of Tutors, standardization of recruitment, employment contracts, letters of assignment, and decrees for Tutors Tutons, and letters of assignments for Tutors Tuwebs. (3) Mobilization: organizing Tutor training and refreshment, Whatsapp Group communication, providing reminders and motivation, (4). Controlling: Tuton tutors do not have a routine control schedule yet. Tuweb tutors have a regular control schedule. (5) There are obstacles and solutions as well as future improvements. From these general and specific conclusions, the researcher recommends the Tutor management model to maximize the Tutor management which will have implications for improving the Tutor's performance in managing the Tutorial class.
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Alvarez, Ximena. "Tutor comparte a Tutor." Revista ProPulsión 3, no. 2 (July 26, 2021): 25–39. http://dx.doi.org/10.53645/revpropulsion.v3i1.56.

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El aprendizaje entre pares, a través de compartir experiencias docentes, posibilita la apertura al diálogo reflexivo, al conocimiento de propuestas prácticas realizables frente a grupo y a la evaluación de formas ya establecidas en los procesos de enseñanza – aprendizaje - evaluación. Se propone un espacio de conversación donde el docente comparte, propuestas de actividades realizadas, permitiendo la recuperación de conocimiento empírico que dejan vislumbrar fragmentos de los sucesos acontecidos dentro del currículum oculto. Se pretende así, recuperar los saberes, las experiencias y los resultados de quien está al frente de una clase en específico, validando el arduo y complejo trabajo de planeación y ejecución de la propuesta didáctica.
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Sithole, Mashango Phillemon. "Perceptions of tutors on tutor training at a University of Technology." Independent Journal of Teaching and Learning 19, no. 1 (May 21, 2024): 50–63. http://dx.doi.org/10.17159/ijtl.v19i1.18852.

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Tutor training is an essential component of any university’s tutoring programme, but the role of tutor training is often understudied. Underpinned by a reflective practice theoretical lens, this study investigated the perceptions of tutors regarding the tutor training they receive at the beginning of the semester, with the thesis that tutor training imbues tutors with essential skills. A quantitative approach was assumed, buttressed by a positivist worldview. A sample was drawn from tutors who participated in the tutor training (n=69), whereas a self-administered questionnaire was used to collect data. Statistical analysis was conducted through the Independent Samples t-test (One-sample t-test). Results reveal that tutors who participated in the survey felt more confident, personally developed, more empathetic, and skilled in academic areas such as writing and student diversity. Training appears to help them understand the dynamics of teaching and learning and contributes positively to their work as tutors. The main implication of the study is that universities should invest in tutor training.
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Chapman, Elaine, and David Leach. "Classwide Peer Tutoring: A Comparison of “Tutor Huddle” and Teacher-Directed Procedures." Australian Educational and Developmental Psychologist 8, no. 2 (November 1991): 2–7. http://dx.doi.org/10.1017/s0816512200026432.

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ABSTRACTA 12-week classwide peer tutoring program in multiplication based on the “tutor huddle” procedure was compared with a conventional teacher-directed procedure. Two sixth-grade classes (n=52) were divided into higher and lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.
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Madjid, Abdullah Achmad, and Entusiastik NA. "The Teaching Techniques Used in Teaching Speaking to Young learners on English Massive Program Kediri." EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 3, no. 2 (September 30, 2021): 160. http://dx.doi.org/10.32503/edulink.v3i2.2042.

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Learning language at an early age has several benefits. However, young leaners attending formal schools in Indonesia get little chance to speak in the classroom. In this case, non-formal education plays a role in helping young learners. English Massive Program is non-formal education given for free by the government of Kediri City. This study aimed to describe the teaching techniques used and the differences of the technique used by an experienced tutor and a less experienced tutor. Descriptive qualitative approach was used as the research design. The data were collected by observing teaching learning process, conducting interview with two tutors, and documentation. It was found that the tutors used several techniques to get the students to speak: information gap, game, listen and repeat, question and answer, and read aloud. The difference of the technique: the experienced tutor used game in every meeting during three observations, while the less experienced tutor used game once during three observations. The use of game by the experienced tutor in every meeting during three observations showed that the experienced tutor understood the characteristics of young learners better. The decisions made by the experienced tutor during three observations also suit the characteristics of experienced tutors or teachers. Key word: experienced tutor, novice or less experienced tutor, teaching speaking, teaching technique, young learners
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Akmaljanovna, Akbarova Zuxro, and Topvoldiyeva Fotimahon Ravshan Qizi. "REQUIREMENTS FOR TUTOR SPEECH." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 224–26. http://dx.doi.org/10.55640/eijmrms-02-05-44.

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This article provides insights into the requirements for tutoring. Information about the importance of the requirements for the educator's speech and its impact on the child's psyche is given with brief and clear ideas.
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Mostow, Jack, and Gregory Aist. "Giving Help and Praise in a Reading Tutor with Imperfect Listening--Because Automated Speech Recognition Means Never Being Able to Say You're Certain." CALICO Journal 16, no. 3 (January 14, 2013): 407–24. http://dx.doi.org/10.1558/cj.v16i3.407-424.

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Human tutors make use of a wide range of input and output modalities, such as speech, vision, gaze, and gesture. Computer tutors are typically limited to keyboard and mouse input. Project LISTEN's Reading Tutor uses speech recognition technology to listen to children read aloud and help them. Why should a computer tutor listen? A computer tutor that listens can give help and praise naturally and unobtrusively. We address the following questions: When and how should a computer tutor that listens help students? When and how should it praise students? We examine how the advantages and disadvantages of speech recognition technology helped shape the design and implementation of the Reading Tutor. Despite its limitations, this technology enables the Reading Tutor to provide patient, unobtrusive, and natural assistance for reading aloud.
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Kang, Myunghee, Sujie Lee, Minjeong Kim, and Minji Kim. "The Impact of Tutors’ Domain and Teaching Expertise on Medical Students’ Learning Outcomes in a PBL Environment." Korean Medical Education Review 13, no. 2 (December 31, 2011): 9–23. http://dx.doi.org/10.17496/kmer.2011.13.2.009.

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T his study aimed to investigate the effects of tutors’ domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors’ domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors’ domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors’ domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.
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Rylov, A. N., and N. V. Solovova. "Tutor activity in the system of education." Vestnik of Samara University. History, pedagogics, philology 28, no. 4 (January 5, 2023): 71–77. http://dx.doi.org/10.18287/2542-0445-2022-28-4-71-77.

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The purpose of the article is determined by the increasing importance and necessity of tutor activity in the context of digital transformation in education system, also in the educational process of students with disabilities. The article provides a retrospective analysis of tutor activity overseas and in national education system. Authors consider different approaches to the definition of the tutors concept and the content of tutor activity at various historical stages, changing of the tutors role in the conditions of institutional and social changes in society, methodological aspects at organization of different types of education. The article highlighted the main problems of professional training of tutors and prospects for the development of tutor activity
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Lively, Thalia, Marlina, and Arianti. "DEVELOPMENT OF WEBSITE-BASED XTRAORDINARY TUTOR APPLICATION SERVICE MODULE." KHARISMA Tech 18, no. 1 (March 22, 2023): 191–201. http://dx.doi.org/10.55645/kharismatech.v18i1.285.

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Xtraordinary Tutor is a website-based online private tutor search application for children with special needs in Makassar. Based on the results of data collection using a questionnaire with a total of 83 respondents, it was found that this application has not been able to choose a tutor according to the category of children with special needs. From the results of the questionnaires that have been distributed, as many as 83% of users who want a development on the tutor list to make it easier for users to find tutors according to their needs so that the authors develop applications by adding category and rating filters. This category is needed to select a tutor based on the required category while the rating is useful for assessing tutors, the user can give a rating to the tutor they have hired after the service rental ends. After implementing the development of the module, the authors distributed questionnaires to measure customer satisfaction, tested data validity and data reliability using SPSS 20, the results of the validity test and reliability test results were 83% of the users were satisfied with the addition of the tutor category which made it easier for them to choose the best tutor category. according to the needs of the child.
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Dissertations / Theses on the topic "Tutor"

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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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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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Guerrero, Ramirez Bertha Yadis, Díaz Álvaro Oscar Fernández, and Condori Wilfredo Agustin Pari. "TUTOR HOME." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625293.

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Tutor home es un aplicativo móvil que responde a las necesidades del mercado especifico de tutores (docentes) y padres de familia preocupados por la educación de sus hijos, quienes son los usuarios finales de nuestra plataforma. Este modelo de negocio viene escalando en el mercado mundial, dada la demanda por tutorías y el uso de las nuevas tecnologías a través de los celulares inteligentes. Por otro lado, la plataforma Tutor Home, permite a los usuarios tutores registrarse On Line y a los usuarios estudiantes o padres de familia, hacer su requerimiento en Línea mediante un desktop o Smartphone de un tutor calificado en una materia específica para realizar la enseñanza o reforzamiento dentro del hogar del usuario por una cantidad de horas mensuales, del mismo modo, la forma de pago por el servicio prestado, es vía pasarela de pagos de distintos proveedores. Nuestra inversión inicial como accionistas asciende a S/ 42168.70, y requerimos un financiamiento de S/ 28112.47, los cuales son cedidos por un préstamo a cinco años que nos permite tener un retorno de la inversión en el segundo año. Así mismo, el flujo de caja proyectado nos permite obtener un VPN FCLD de S/ 333.231 y un VPN FCNI de S/ 283362 en los cinco primeros años de operaciones en el mercado peruano Para sostener el modelo de negocio nos basamos en servicios especializados de diseño, geolocalización y marketing digital que nos permitirán obtener los indicadores básicos para elaborar nuestras estrategias de diferenciación y posicionamiento.
Tutor home is a mobile application that responds to the needs of the specific market of tutors (teachers) and parents concerned about the education of their children, who are the final users of our platform. This business model has been climbing in the world market, given the demand for tutoring and the use of new technologies through smartphones. On the other hand, the Tutor Home platform allows users to register on-line and to student users or parents, to make their request online through a desktop or Smartphone of a qualified tutor in a specific subject to carry out teaching or reinforcement within the user's home for a number of monthly hours, in the same way, the form of payment for the service provided is via the payment gateway of different providers. Our initial investment as shareholder’s amounts to S/ 42168.70 and we require a financing of S / 28112.47, which are ceded by a 5-year loan that allows us to have a return on investment in the second year. Likewise, the projected cash flow allows us to obtain a FCLD VPN of S / 333,231 and a FCNI VPN of S / 283362 in the first five years of operations in the Peruvian market. To sustain the business model we rely on specialized design, geolocation and digital marketing services that will allow us to obtain the basic indicators to develop our differentiation and positioning strategies.
Tutor home is a mobile application that responds to the needs of the specific market of tutors (teachers) and parents concerned about the education of their children, who are the final users of our platform. This business model has been climbing in the world market, given the demand for tutoring and the use of new technologies through smartphones. On the other hand, the Tutor Home platform allows users to register on-line and to student users or parents, to make their request online through a desktop or Smartphone of a qualified tutor in a specific subject to carry out teaching or reinforcement within the user's home for a number of monthly hours, in the same way, the form of payment for the service provided is via the payment gateway of different providers. Our initial investment as shareholder’s amounts to S/ 42168.70 and we require a financing of S / 28112.47, which are ceded by a 5-year loan that allows us to have a return on investment in the second year. Likewise, the projected cash flow allows us to obtain a FCLD VPN of S / 333,231 and a FCNI VPN of S / 283362 in the first five years of operations in the Peruvian market. To sustain the business model we rely on specialized design, geolocation and digital marketing services that will allow us to obtain the basic indicators to develop our differentiation and positioning strategies.
Trabajo de investigación
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Alkahtani, Eman. "E-tutor." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/340.

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The purpose of the document is to specify step-by-step directions through the development lifecycle of E-tutor. The document contains all the fundamental requirements to build the system in order to begin the implementation process. Furthermore, the document includes an analysis of alternative solutions, system architecture and the applying of lean thinking into the development. Prototypes and final document will be built according to this document. Any changes will be documented as subsequent versions of the document.
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Marketing, Corporate Affairs and. "The Tutor." Corporate Affairs and Marketing, 2006. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000623.

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Schiller, Jéssica. "Ser tutor." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94756.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2011
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Este trabalho consiste em uma investigação sobre a atuação do tutor em um curso de licenciatura na modalidade a distância. O referencial teórico ancora-se na discussão sobre a educação a distância, tendo como pressuposto a mídia-educação. Analisa os principais marcos legais para a educação a distância no Brasil. Para fundamentar nossa compreensão sobre o papel do tutor, dialogamos com alguns referenciais teóricos sobre a docência e suas relações com a tecnologia. O estudo de caso e a análise textual discursiva formam a base da metodologia utilizada ao longo do estudo. A pesquisa empírica procurou compreender como os tutores do Curso de Licenciatura em Física da Universidade Federal de Santa Catarina percebem o seu trabalho e como o trabalho deles é percebido pelos professores. Para a análise dos documentos oficiais e das entrevistas semiestruturadas foram elaboradas, a partir do referencial teórico, quatro categorias que representam diferentes formas de atuação do tutor: Professor Coletivo, Professor do Fragmento, Professor de Script de Autoria Alheia e Professor Administrativo. Os resultados apontam para a atuação do tutor como educador, exercendo uma docência com especificidades diferentes daquelas exercidas pela docência presencial. A partir do curso analisado, infere-se que os tutores polo tendem a se afastar do papel docente e se aproximar do de auxiliar administrativo. Já os tutores a distância possuem práticas que os aproximam da docência, além de perceberem seu caráter coletivo. A transformação do conceito Professor Coletivo para a prática de atuação dos tutores mostra-se parcialmente tangível e sinaliza para a busca de um novo entendimento sobre a docência, que se caracteriza pelo espírito coletivo.
This work consists of an investigation about the role of the tutor in an undergraduate distance course. The theoretical framework is anchored in the discussion about distance education, with the assumption of media education. Also the research analyzes the main legal frameworks for distance education in Brazil. To support our understanding of the role of tutor we dialogue with some theoretical frameworks on teaching and their relationship with technology. The case study and the discursive textual analysis form the basis of the methodology used throughout the study. The empirical research sought to understand how the tutors of the Teacher Formation Course in Physics from the Universidade Federal de Santa Catarina perceive their work and how their work is noticed by professors. For the analysis of the official documents and the semi-structured interviews four categories were developed from the theoretical framework, which represent different ways of acting of the tutors: Collective Professor, Professor of the Fragment, Professor of Alien Authorship Script and Administrative Professor. The results point to the role of the tutor as an educator, performing a specific kind of teaching different from that exercised by classroom professors. From the current analysis, it appears that the pole tutors tend to move away from the teaching role and approach to the administrative assistant role. By the other hand, distance tutors have teaching practices, and realize their collective character. The transformation of the Collective Professor concept to practice activities of tutors was partially tangible and signals to the search for a new understanding of teaching, which is characterized by the collective spirit.
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Ploehs, John Ralph. "The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.

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Giner, Antoni. "Construcció de la identitat professional del tutor o la tutora de secundària." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/51514.

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La Tesis Doctoral que s’ha realitzat aporta nous elements en la construcció de l’orientació al sistema escolar i en la consolidació i definició competencial dels tutors dels centres de secundària. Els canvis socials comporten una nova realitat a les aules i unes noves necessitats de l’alumnat. Saber què s’ha de fer, com s’ha de fer quan s’ha de fer, per a què s’ha de fer, són qüestions fonamentals per desenvolupar un treball tutorial de qualitat. La construcció de la identitat professional i competencial dels docents en l’àmbit tutorial per donar resposta a aquestes necessitats és fa del tot necessari. La identitat docent s’inicia en la formació inicial del docent i es dona al llarg de tota la vida professional. Aquesta identitat no sorgeix automàticament com a resultat d’un títol professional, ans el contrari, cal construir-la. Una construcció de la identitat professional i competencial que ve donada per una necessitat de donar respostes a situacions que sempre són diferents, a prendre decisions de les quals ningú els ha ensenyat la resposta, a plantejar-se uns valors que condicionaran la resolució dels diferents conflictes; en definitiva, a saber ser autònom i eficaç en el treball tutorial. L’ICE de la UB porta a terme el curs de postgrau “La tutoria i la seva pràctica” per donar resposta a la necessitat formativa del tutor o tutora esmentada anteriorment. El seu inici va ser el curs 2005/06. Aquesta formació és de caire professionalitzador i té per finalitat aprofundir en la construcció professional dels docents com a tutors o tutores de centres educatius en secundària. La construcció professional dels tutors precisa d’una formació estructurada i personalitzada que aporti el canvi d’actituds, l’adquisició de coneixements i el desenvolupament de les habilitats que calguin per ser competent en aquells aspectes necessaris per ser un bon tutor o tutora en el segle XXI. La recerca que es presenta té una doble finalitat, en un primer moment aporta la construcció d’una categorització competencial del tutor o tutora, i en un segon moment avaluar, des dels seus inicis, la proposta formativa, el procés formatiu i els resultats que s’han desprenen en el camp professional. En definitiva, s’ha volgut saber si els tutors i tutores que han realitzat la formació tenen adquirides les competències necessàries per donar resposta a les necessitats professionals com a tutor o tutora del segle XXI. La recerca parteix definint un marc conceptual amb les implicacions socials, educatives i d’orientació en la construcció del marc competencial tutorial. La metodologia emprada ha estat diversa. En la construcció del marc competencial s’ha utilitzat el mètode Delphi amb doble comissió d’experts. Per portar a terme la recerca avaluativa del programa formatiu s’ha utilitzat el model CIPP de Stufflebeam com a model d’avaluació sistèmica, i en concret l’avaluació de producte, s’ha basat en el model d’avaluació de resultats de Kirkpatrick. Els resultats obtinguts han estat molt nombrosos i significatius. La categorització competencial ha estat validada per la comunitat professional i científica. Ha quedat de manifest la importància de certes competències per sobre d’altres, però en definitiva, totes són necessàries per portar a terme la tasca tutorial. S’han recollit un nombre significatiu d’indicadors de resultats d’aprenentatge de cadascuna de les competències. Les dades recollides en la recerca avaluativa del programa formatiu han estat molt amplies i significatives. Destacar que la recerca aporta dades significatives de l’aprenentatge competencial que ha realitzat el professorat de secundària al realitzat el procés formatiu. La formació rebuda pel professorat compensa les diferencies significatives que es donen a la població control en referència a les diferents variables que s’han seguit: gènere, edat, experiència docent, experiència tutorial, etapa educativa, titularitat del centre educatiu, titulació del professorat, àmbit docent i formació permanent. La recerca presenta un capítol de propostes de millora i prospectives.
This Doctoral Thesis brings new elements in the construction of the school system orientation and the definition and consolidation of the tutors’ competencies in the secondary education centres. The professional construction of teachers in the tutorship field starts with the teacher’s initial training and it goes all throughout their professional life. The ICE of the UB conducts a graduates’ course named “The tutorship and its practice” to give an answer to the tutors’ need of their ongoing training. It is a course of a professional nature and it aims to go further in helping teachers improve as tutors of secondary education schools. This investigation has a dual purpose: in the first place to categorize the competences a tutor should have and secondly to evaluate the training programme, the training process and the results obtained in the professional field. It starts with the definition of the conceptual framework with the social, educational and of guidance implications in building the tutor’s competencies framework. The methodologies used have been diverse. The Delphi method with double jury of experts has been the one used in the building of the competencies framework. The Stufflebeam’s CIPP method has been used to carry out the evaluation-research of the training programme, as a systemic evaluation model; finally, to specifically evaluate the product, the Kirkpatrick’s results’ evaluation model has been employed. The results obtained have been very numerous and significant. The categorization of competencies has been validated by the scientific and professional community. An important number of indicators of the training results of each competency has been obtained. The data collected in the research of the educational programme have been very extensive, evaluative and meaningful. Note that the search brings significant data of the competence learning to perform the training process. The training received by teachers makes up for the significant differences that occur in the control group regarding the different variables followed: genre, age, teaching experience, tutorial experience, education, ownership of the educational centre, teachers’ qualifications, teaching field and permanent training. The research includes a chapter of suggestions for improvement and forward-looking proposals.
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Harvey, Eileen. "Factors affecting the retention of home tutors in the home tutor scheme /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09P/09ph341.pdf.

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Nwachukwu, Tochi. "CIRCUIT TUTOR: PROTOTYPE OF A WEB-BASED MOBILE INTELLIGENT TUTOR IN CIRCUIT THEORY." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/196673.

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Electrical Engineering
M.S.E.E.
This thesis describes the design, implementation, and assessment of a web-based mobile tutoring application. The goal of this application, called Circuit Tutor, is to address the educational needs of students with the aid of intelligent tutoring systems that are available on mobile devices and are used outside of the traditional classroom environment. The growth of sophisticated intelligent tutoring applications and systems has helped gradually change the preconceived notion that intelligent tutoring systems cannot be relied upon in secondary education. More so, with the advent of mobile learning applications, learning can no longer be restricted to a specific location or time to acquire knowledge or a place and time to apply knowledge. While many intelligent tutoring systems (ITS) have been mostly developed as desktop applications, the equivalent of these applications have only lately begun to be implemented for mobile devices. The proposed design aims to employ the various spheres of mobile human-computer interaction and mobile learning in the structure and implementation of an ITS for contemporary mobile tablets (for example, the iPad®). Circuit Tutor will not substitute traditional instruction; however, it will provide undergraduate electrical engineering students with intelligent support when instructors are not available. This tutoring system will perform some actions traditionally done by a teacher or instructor - such as detecting errors, identifying concepts that the student is finding difficult to comprehend, as well as referring the student back to the appropriate learning material if the student does not show progress after a set of exercises. Most importantly, this thesis aims to serve as a foundation for future research that investigates the design of mobile intelligent tutoring systems as well as research in the techniques of effectively converting existing desktop tutoring applications to mobile applications.
Temple University--Theses
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Books on the topic "Tutor"

1

Costa, P. Da. Tutor. London: Black Lace, 1994.

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Singh, Ninni, Vinit Kumar Gunjan, and Jacek M. Zurada. Cognitive Tutor. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5197-8.

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Williams, Kate. Tutor manual. Oxford: Oxford Centre for Staff Development, 1995.

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Peter, Abrahams. The tutor. Thorndike, Me: Center Point Publishing, 2003.

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Peter, Abrahams. The tutor. New York: Ballantine Books, 2002.

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Peter, Abrahams. The tutor. New York: Ballantine Books, 2002.

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Patel, A. J. English tutor. Ahmedabad: Anada Book Depot, 1990.

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Junkin, Angus. Garden tutor. [S.l.]: Helix Garden Product, 1996.

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Yen, Fun Long. Prolog Tutor. (s.l: The Author), 1988.

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Peter, Abrahams. The Tutor. New York: Random House Publishing Group, 2002.

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Book chapters on the topic "Tutor"

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, Kristen M. Powers, Renee Watling, Christoph U. Correll, Stephanie Bendiske, et al. "Tutor." In Encyclopedia of Autism Spectrum Disorders, 3196. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101492.

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Strache, Dietmar. "Tutor (Beinhülse)." In Moderne stabilisierende Verbände, 181–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-72664-4_12.

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Holdaway, Simon, and Anne-Marie Barron. "Tutor Constables." In Resigners?, 82–94. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-14345-0_6.

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Joshi, Anjana, and Ajit Samasgikar. "Braille Tutor." In Advances in Intelligent Systems and Computing, 237–44. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28658-7_20.

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Masoni, M., and M. R. Guelfi. "Tutor online." In E-learning in sanità, 23–29. Milano: Springer Milan, 2011. http://dx.doi.org/10.1007/978-88-470-1824-2_5.

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Smyth, William. "Tom’s Tutor." In Sheridan, 57–62. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20441-0_35.

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Helfrich-Schkarbanenko, Andreas. "Einmaleins-Tutor." In Mathematik und ChatGPT, 123–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-68209-8_8.

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Rennie, Frank, and Keith Smyth. "Tutor group." In Digital Learning: The Key Concepts, 145. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-198.

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Wang, Huaiqing, and Andre Kushniruk. "The UNIX Tutor." In Intelligent Tutoring Systems, 317–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_39.

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Sadikov, Aleksander, Martin Možina, Matej Guid, Jana Krivec, and Ivan Bratko. "Automated Chess Tutor." In Computers and Games, 13–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-75538-8_2.

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Conference papers on the topic "Tutor"

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Smangele Ntuli, Cynthia, and Mishack Gumbo. "Africanisation of Tutor Support in Open Distance Learning [Abstract]." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5158.

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Aim/Purpose. This phenomenological qualitative study explores the views of Unisa students and tutors on the Africanisation of tutor support in Open Distance Learning by taking the African worldview of students into account. Background. Tutor support is a widely used phenomenon in different spheres of education including institutions of higher learning to promote equity of access and fair chances of success for all. The University of South Africa (Unisa) is making a concerted effort to support its students by providing various programmes to enhance the success and this includes tutorial support. However, the tutor support being offered lacks African perspectives and approaches. Methodology. A qualitative phenomenological design was used in this study. Data were collected through face-to-face (F2F) interviews from the tutors who teach the students and students at Unisa regions. Data was also collected through focus groups from the students. Contribution. Africanising tutor support will contribute toward the Africanising of the academic project that Unisa has started to implement from a transformation point of view. Findings. The findings showed that a lot still needs to be done to transform tutor support at Unisa by ensuring the inclusion of African cultural perspectives and approaches in tutor support to suit the majority of African students who are enrolled at Unisa. Recommendations for Practitioners. Africanisation should not only be confined to the academic programmes but primary lecturers, who are represented by tutors in the regions, and the tutors, should transform tutor support to suit the teaching of the modules from the programmes. Recommendations for Researchers. The findings of the study can inspire further research on Africanisation of tutor support considering the Africanisation of the academic project that Unisa is embarking on. Impact on Society. The findings of the study could increase the interest of African students in learning by making not only the programmes relevant to their worldview but tutor support as well. Future Research. The study can trigger future research on the impact of students’ culture on guided learning and tutor-student interaction as far as tutoring is concerned.
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Mendoza, Antonette, Sue Wright, and David Shallcross. "‘Teach the teacher’: Design and evaluation of a professional teaching development program." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9385.

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A significant aspect of engineering education is the tutorial experience. This article describes the development and evaluation of a Tutor Development Program delivered within a School of Engineering in one of Australia’s leading universities. The paper presents a novel framework for an extended tutor professional development program that fosters interactive ways of engaging students. Evaluation of the program involved feedback from participating tutors, their students and the program facilitator. Our results show that tutors found the program extremely useful and, in turn, their students responded positively to the strategies tutors implemented. Observations by the program facilitator support these findings. We argue that an extended professional development program that facilitates active engagement is a crucial component in engineering education.
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McCartin-Lim, Mark. "Complexity Tutor." In the 47th ACM Technical Symposium. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2839509.2850524.

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Hagiya, Toshiyuki, Toshiharu Horiuchi, and Tomonori Yazaki. "Typing Tutor." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858455.

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Rapp, Christian, and Yasemin Gülbahar. "e-Tutor." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2876034.2893401.

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Hagiya, Toshiyuki, Tomonori Yazaki, Toshiharu Horiuchi, and Tsuneo Kato. "Typing Tutor." In MobileHCI '15: 17th International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2786567.2793690.

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Chen, Chi-Wen, Min-Chun Hu, Wen-Huang Cheng, Che-Han Chang, Jui-Hsin Lai, and Ja-Ling Wu. "Action tutor." In the 20th ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2393347.2396433.

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Parthiban, Chembian, and Rishikesan Parthiban. "Write Tutor." In 2011 Third International Conference on Technology for Education (T4E). IEEE, 2011. http://dx.doi.org/10.1109/t4e.2011.57.

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O'Brien, Casey, Max Goldman, and Robert C. Miller. "Java tutor." In L@S 2014: First (2014) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556325.2567873.

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Evens, Martha W., Ru-Charn Chang, Yoon Hee Lee, Leem Seop Shim, Chong Woo Woo, Yuemei Zhang, Joel A. Michael, and Allen A. Rovick. "CIRCSIM-Tutor." In the fifth conference. Morristown, NJ, USA: Association for Computational Linguistics, 1997. http://dx.doi.org/10.3115/974281.974289.

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Reports on the topic "Tutor"

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Murray, William R., and Michelle Sams. Commander's Adaptive Thinking Skills Tutor (CATS Tutor) - Phase 1. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada395618.

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Harman, Joan, Sally A. Bell, and Neil Laughy. Evaluation of the Hand-Held Mathematics Tutor. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada207157.

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Yeh, Kuo-Chuan, Frank E. Ritter, and Kevin R. Voller. Technical Review of the Declarative to Procedural Tutor for Moving Target Tutor (Review of D2P/MTT 11/27/2012). Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada604018.

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Anderson, John R. Using an Intelligent Tutor to Study Skill Acquisition. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada225763.

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Calfee, Sharif, and Neil C. Rowe. An Expert System and Tutor for Maritime Navigation Rules. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada461495.

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Chondrogianni, Anthi. Introducing skills sessions as part of personal tutor support. The Economics Network, May 2022. http://dx.doi.org/10.53593/n3527a.

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Porter, Bruce. A Knowledge-Based Assistant and Tutor for Managing Hazardous Waste. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada382394.

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Groom-Thomas, Leiah, Chung Leung, Susanna Loeb, Cynthia Pollard, Nancy Waymack, and Sarah White. Challenges and Solutions: Scaling Tutoring Programs. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005070.

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The authors partnered with school districts, tutoring providers, and quarterback organizations that support implementation of high-impact tutoring across districts in the United States to learn from their efforts in implementing tutoring. This cross-district implementation study shares a snapshot of lessons learned about common barriers to implementing highly-effective programs and the ways that districts have overcome these barriers with success. Interviewees included administrators, teachers, tutors, and other program staff from nine school districts and one charter management organization, seven tutoring providers, and six quarterback organizations that support implementation across districts. One finding is that funding and belief in the potential of tutoring are two key facilitators for the implementation of high-impact tutoring. Moreover, some of the challenges identified are related to tutor recruitment and training, data use, the scheduling of tutoring during the school day, student attendance and school-level buy-in.
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KALUGINA, N., and N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.
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Fletcher, J. D. DARPA Education Dominance Program: April 2010 and November 2010 Digital Tutor Assessments. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada542215.

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