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Journal articles on the topic 'Tutor support'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Watland, Philip. "Tutor Support." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 760–61. http://dx.doi.org/10.54337/nlc.v4.9596.

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Collaboration and interaction supported by communications technologies is a defining feature of networked management learning as an educational approach (Hodgson and Watland, in press). Within this context, interaction between student and tutor becomes a critical component of the educational process (Dewey, 1938, Rogers, 1951, Vygotsky, 1978). As part of an ongoing doctoral research in investigating the student’s experience of tutor support in open and distance learning, this poster session offers an opportunity to explore the preliminary findings and interpretations of a pilot study of five i

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Watland, Philip. "Students' Experiences of Tutor Support in an Online MBA Programme." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 417–24. http://dx.doi.org/10.54337/nlc.v6.9343.

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This paper reports on a recent study that investigated students'; experiences of tutor support in a Canadian University online executive MBA programme. Tutor support is seen as intertwined with the interaction between tutor and student, and the tutor';s pedagogical aim to influence the student's participation in learning activities. In the study reported here, online tutor support is defined as any interaction between student and tutor that influences the student';s participation in learning activities. Despite the consensus of the importance of tutor support, current theory and research into

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Tyumaseva, Z. I., I. L. Orekhova, and B. A. Artemenko. "Tutor support for preserving and strengthening students' health." Moscow Pedagogical Journal, no. 2 (March 20, 2024): 32–48. https://doi.org/10.18384/2949-4974-2024-2-32-48.

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Aim. To identify, justify and test the pedagogical conditions for tutor support for preserving and strengthening the health of students.Research methods. The study is based on systematic analysis of theoretical and applied research in the field of health care, pedagogy and tutoring, comparison and analogy, documentary examination, generalization, synthesis.Results. Methodological approaches to solving the research problem have been identified: systemic, axiological, learner-oriented. The stages of a pedagogical experiment in tutor support for preserving and strengthening the health of students

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Kondratavičienė, Renata, Rita Martinėlienė, and Inga Bertašienė. "LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT." PROFESSIONAL STUDIES: THEORY AND PRACTICE 27, no. 2 (2023): 37–45. http://dx.doi.org/10.56131/pstp.2023.27.2.194.

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The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer supp

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Kondratavičienė, Renata, Rita Ilgūnė-Martinėlienė, and Inga Bertašienė. "LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT." PROFESSIONAL STUDIES: THEORY AND PRACTICE 27, no. 2 (2023): 37–45. http://dx.doi.org/10.56131/pstp.2023.27.2.195.

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The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer supp

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Kondratavičienė, Renata, Rita Ilgūnė-Martinėlienė, and Inga Bertašienė. "LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT." PROFESSIONAL STUDIES: THEORY AND PRACTICE 27, no. 2 (2023): 37–45. http://dx.doi.org/10.56131/pstp.2023.27.2.199.

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The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer supp

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Kondratavičienė, Renata, Rita Ilgūnė-Martinėlienė, and Inga Bertašiene. "LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT." PROFESSIONAL STUDIES: THEORY AND PRACTICE 27, no. 2 (2023): 37–45. http://dx.doi.org/10.56131/pstp.2023.27.2.228.

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The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer supp

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Linden, Kelly, Sarah Teakel, and Neil Van der Ploeg. "Improving Student Success with Online Embedded Tutor Support in First-Year Subjects." Student Success 13, no. 2 (2022): 42–50. http://dx.doi.org/10.5204/ssj.2338.

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Institutional commitment to the student experience in the early stages of university has the greatest potential to exceed student expectations. The cross-institutional Embedded Tutors Program provides undergraduate students with access to subject content experts from 12 first-year subjects across a regional university. Tutors provide one-on-one draft assessment feedback in subjects with a large written assessment task. A total of 428 students attended 615 tutor sessions held online via Zoom. Students who met with a tutor had higher average assessment marks and cumulative subject marks than tho

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Kotikova, O. V., and E. A. Petrova. "Tutor Support in Special and Inclusive Education." Pushkin Leningrad State University Journal 2 (2025): 104–21. https://doi.org/10.35231/18186653_2025_2_104.

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Introduction. In the article, tutor support is considered within the framework of the general direction of psychological and pedagogical support. Presenting the theoretical foundations of tutor support in the system of special and inclusive education, the content of the main methodological approaches is revealed, the principle of individualization of education, which is fundamental in the system of general education, and the individual approach implemented when accompanying children with disabilities are differentiated. Special attention is paid to the issue of determining the specifics of tut

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Aryan, Mira, and Ditdit Nugeraha Utama. "Decision Support Model for Evaluating the Performance of Tutor’s Teaching using Moodle." International Journal of Emerging Technology and Advanced Engineering 11, no. 9 (2021): 1–11. http://dx.doi.org/10.46338/ijetae0921_01.

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Tutors as online teachers assume a significant part in the achievement of learning success. The capacity of an actual tutor is to instruct and work responsibly according to the learning objectives. The main goal of this research is to propose a decision support model (DSM) which is worked for tutor performance evaluation. Fuzzy AHP and hill climbing are the main method operated scientifically in this study, which both are utilized to analyse, design, and develop the constructed model. By utilizing log information on the Moodle platform, a study can be conducted, where the measurement of tutor

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Harmash, O. "Tutor Support for Teaching Interpretation to Prospective Philologists." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 39 (March 11, 2024): 38–46. http://dx.doi.org/10.32589/2412-9283.39.2023.299209.

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Introduction. The contemporary national and international labour markets need professionally oriented young people who distinguish themselves with creativity, sociability, responsibility, and the ability for creative problem-solving. They should be capable of constructing their own personal educational (through lifelong self-learning) and professional trajectory. The higher education system cannot remain aloof from these processes. One possible solution is to organize the training process for students based on the tutor model. Purpose is to describe the author’s experience in using the technol

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Krasnova, Tatiana, and Maria Demeshko. "Tutor-mediated Support in Blended Learning." Procedia - Social and Behavioral Sciences 166 (January 2015): 404–8. http://dx.doi.org/10.1016/j.sbspro.2014.12.544.

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Beregovaya, Oksana A. "Tutor support as a tool for the adaptation of foreign students in Russian and Foreign Universities." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2022): 8–12. http://dx.doi.org/10.20339/am.01-22.008.

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This study analyzed the Russian and foreign experience of foreign students tutor support. It is shown that the increasing the number of international students around the world showed that universities faced the problems of creating a favorable environment and adaptation for them. Tutor support is common in foreign universities, but its growth is also observed in Russia. The purpose of this study is to analyze the Russian and foreign experience of tutoring foreign students. The tasks include: to show an understanding of tutoring in domestic and foreign scientific discourse; to analyze foreign a

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Alberts, Nienke. "The challenges faced by senior tutors in UK higher education." Waypoint - A Reflective Journal of Student Advising and Development in Tertiary Education 1, no. 1 (2025): 11–34. https://doi.org/10.71179/rc3xnc34.

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The senior tutor role has been a feature of personal tutoring models in universities for nearly two decades. The role was first introduced to address rising student support needs and inconsistency in the delivery of personal tutoring. Since this time, there have been dramatic changes in the higher education sector. This study investigates the role and responsibilities of the senior tutor in the context of current challenges in higher education, particularly focusing on the experiences of staff taking on this role. Based on a thematic analysis of interviews with 11 senior tutors, I show that se

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Fitzmaurice, Olivia, Anthony Cronin, Eabhnat Ni Fhloinn, Ciaran O'Sullivan, and Richard Walsh. "Preparing Tutors for Mathematics Learning Support." MSOR Connections 14, no. 3 (2016): 14. http://dx.doi.org/10.21100/msor.v14i3.307.

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This paper reports on a Mathematics Learning Support (MLS) tutor training programme implemented on a coordinated basis across three universities in Ireland in 2015 by the Irish Mathematics Learning Support Network (IMLSN). The training events were conducted in September near the start of the first semester of the academic year. Focus groups were conducted at the end of the semester in the three institutions with tutors who had participated in the training events to evaluate the workshops and their impact on the tutors’ MLS teaching.

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VORONTSOV, DMITRIY B., ANNA V. VORONTSOVA, SVETLANA S. GOLITSINA, NATALYA I. MAMONTOVA, MARIA S. PETROVA, and NATALYA B. TOPKA. "TUTOR SUPPORT FOR INTENSIVE FORMS OF STUDENTS’ JOINT ACTIVITIES." Cherepovets State University Bulletin 4, no. 103 (2021): 126–44. http://dx.doi.org/10.23859/1994-0637-2021-4-103-11.

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The article focuses on the problems of content, tasks, functions, difficulties in the practice of a tutor to support intensive forms of students’ joint activity. The authors offer their own interpretation of the concept of “intensive forms of education”, analyze their own experience of tutoring, applying the method of in-depth interviews. The article presents a view of the goals of education intensive forms, the tutor’s role and competencies while supporting a project intensive course, ways of training tutors, means of overcoming difficulties and increasing the tutors’ satisfaction from their

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Leadbeater, Wendy. "Personal Tutor perspectives on the implementation of academic families within the personal tutoring structure to encourage near-peer support and build a sense of community." Waypoint - A Reflective Journal of Student Advising and Development in Tertiary Education 1, no. 1 (2025): 35–52. https://doi.org/10.71179/ec6ef850.

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Personal Tutoring is key to supporting students in Higher Education. The Personal Tutor supports their tutees through meeting individually or in groups, resulting in lone working of the tutor. A new mixed group meeting was implemented within the personal tutoring structure, where two or more tutors collaborated to support their tutees in their ‘academic families’ group meeting. Semi-structured interviews with eight out of 47 Personal Tutors ranging from new teaching fellows to senior academic staff, revealed this collaborative approach was beneficial. Personal Tutors found reassurance in their

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Savkina, Natalia G., and Nadezhda P. Sheveleva. "Tutor Support for the Formation of Research Skills of Primary School Students." Общество: социология, психология, педагогика, no. 3 (March 26, 2025): 67–75. https://doi.org/10.24158/spp.2025.3.9.

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The article suggests pedagogical conditions that contribute to the formation of research skills among elemen-tary school students with the help of tutor support, namely, the development of a model of tutor support and individual educational routes for the research activities of elementary school students. In the course of the re-search, the conditions for the correct organization of tutor support for elementary school students in the frame-work of the educational process, the stages of the tutor support model, and diagnostic tools were formed. Based on the experiment, it was found that the pro

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Klimova, Blanka Frydrychova, and Petra Poulova. "Tutor as an important e-learning support." Procedia Computer Science 3 (2011): 1485–89. http://dx.doi.org/10.1016/j.procs.2011.01.036.

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Mulligan, Peter, and Ciarán Mac an Bhaird. "The Role of a Full-time Mathematics Support Tutor." MSOR Connections 16, no. 2 (2018): 30. http://dx.doi.org/10.21100/msor.v16i2.728.

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In September 2016, Maynooth University appointed a Mathematics Support Centre (MSC) University Tutor on a three year contract, a unique position on the island of Ireland. In this paper, we briefly explore the important role of MSCs and their tutors. We describe the University Tutor’s activities for the 2016-17 academic year and we discuss the benefits of establishing such a position. We also advocate for the establishment of more contract positions.

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Kudlay, Alina. "THE TUTOR SUPPORT DURING THE FORMATION OF COMMUNICATIVE COMPETENCE OF THE POLICE OFFICERS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 131–35. http://dx.doi.org/10.24195/2218-8584-2018-9-131-135.

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The article analyzes the scientific literature, summarizes and systematizes pedagogically experience of the problem, reveals the essence and content of professional competence of future police officers, presents a functional and role-based view of communicative activities from the position of tutor, identifies the possibility of including a tutor tool in the formation of future communicative competence police officers. It is emphasized that tutor action is the most important emergent component of the holistic process of training future police officers, where the formation of communicative comp

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Meinawati, Krisda Lakrisida. "PEMANFAATAN YOUTUBE DALAM MENINGKATKAN KOMPETENSI TUTOR BIMBEL EDU PRIVATE." Comm-Edu (Community Education Journal) 3, no. 1 (2020): 19. http://dx.doi.org/10.22460/comm-edu.v3i1.3697.

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AbstractThis research aims to improve tutor competence Edu Private Bandung. This competency improvement is carried out through training. The training is carried out with a strategy that is carried out with the planning, implementation, and evaluation stages. Based on the identification of the problem that tutors in Edu Private Bandung tutoring are still not innovative in developing the learning media used. The lack of development of instructional media is caused by the lack of innovative tutors and from the lack of support from the institution. The media used in this training is utilizing soci

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Al-Hazza, Tami Craft, and Abha Gupta. "Reading Tutor Checklist: A Guide for Supplemental Reading Support for Volunteer Tutors." Preventing School Failure: Alternative Education for Children and Youth 50, no. 4 (2006): 15–22. http://dx.doi.org/10.3200/psfl.50.4.15-22.

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Hughes, Nathan, Sue Wainwright, and Caroline Cresswell. "Enhancing and supporting the role of academic tutors in developing undergraduate writing skills: Reflections on the experiences of a social work education programme." Learning and Teaching 5, no. 2 (2012): 27–48. http://dx.doi.org/10.3167/latiss.2012.050203.

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Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged

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Rudneva, E. V., E. Y. Davydova, S. A. Tyushkevich, E. F. Shvedovskiy, and A. V. Khaustov. "Tutor Support of the Educational Process of Junior Schoolchildren with ASD: «Class Tutor» Intervention." Autism and Developmental Disorders 20, no. 4 (2022): 3–16. http://dx.doi.org/10.17759/autdd.2022200401.

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<p style="text-align: justify;">The heterogeneity and complexity of autism spectrum disorders (ASD) determines the need to develop special education and support environment for children with ASD, considering children special educational needs. Tutor support is a necessary, guaranteed and learning model-independent condition for the effective adaptation of a child with autism in the school environment. The &laquo;Class tutor&raquo; technology is an original education intervention developed within the framework of the concept of inclusive education. The technology focuses on the gr

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Govender, Nereshnee, and Tafadzwa Ndadziyira. "Transforming Learning: Reimagining Writing Centre Tutor Training in a University Context." African Journal of Inter/Multidisciplinary Studies 5, no. 1 (2023): 1–10. http://dx.doi.org/10.51415/ajims.v5i1.1319.

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Tutors in the higher education environment play an important role in facilitating student learning. However, they are often inadequately supported in the contexts in which they work. Tutors often require support through structured training and development programmes that embeds theory and practice to equip them with the powerful knowledge needed in their work with students. A re-examination of the support, training and development of tutors is therefore needed. This paper explored a Writing Centre tutor training progamme within a University of Technology (UoT) context. An academics literacies

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Семененко, І. Є. "Аналіз теоретичних підходів до визначення поняття «педагогічний супровід»". Педагогіка та психологія : збірник наукових праць, № 49 (25 червня 2015): 34–43. https://doi.org/10.5281/zenodo.18970.

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This article analyzes the theoretical approaches to the definition of "pedagogical support". This article discusses the different types of pedagogical support, relationship with the concept of “pedagogical support” and “pedagogical maintenance” is defined, the task of pedagogical support is described. Features of pedagogical support of international students during their training in Ukrainian universities are also highlighted. Attention is drawn to the need to implement the learning process in a specially organized supportive educational environment with

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Ntuli, Cynthia H. S., and Mishack T. Gumbo. "Assessing the quality of the integrated tutor model for student support in Open Distance Learning." Journal of Education, no. 93 (January 22, 2024): 147–61. http://dx.doi.org/10.17159/2520-9868/i93a07.

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The demand for university education has put pressure on institutions of higher learning to provide access and quality student support because increased access to higher education should not compromise the quality of student support services. Tutorial support in Open Distance and e-Learning (ODeL) is one of the support services used by institutions to ensure increasing academic access, participation, and success. The Senate Teaching and Learning Committee (STLC) of the University of South Africa (Unisa) appointed a committee in 2012 to develop the Integrated Tutor Model (ITM) to enhance academi

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Podpliota, Svitlana. "Tutoring Support as an Important Component of the Educational Process in the Context of the Development of Information and Communication Technology." Ukrainian Journal of Educational Studies and Information Technology 5, no. 3 (2017): 84–91. http://dx.doi.org/10.32919/uesit.2017.03.08.

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There are a lot of significant structural changes in almost all higher educational institutions in Ukraine due to time requirements. Accession to a single European space, new educational standards requires the revision and expansion of the content of pedagogical activities, functions and roles implemented by educators. Students are granted the rights and opportunities for the most complete satisfaction of individual educational requests. There was a need to review the ideas about the content of teaching activities and the emergence of new positions. In recent years, scientists have been active

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Samsonova, E. V. "Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education." Клиническая и специальная психология 10, no. 2 (2021): 165–82. http://dx.doi.org/10.17759/cpse.2021100210.

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Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article.

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Gordeeva, S. B. "Tutor Support Practices with Children with Severe Forms of Autism in Elementary School." Autism and Developmental Disorders 17, no. 3 (2019): 47–59. http://dx.doi.org/10.17759/autdd.2019170305.

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Autism spectrum disorders belong to the category of disorders that impede the process of educating children, which is often ineffective without tutorial support. Examples of tutor practice, support techniques of children with intellectual disabilities and detailed comments on cases are presented. Tutor support realized in the school department of the Federal Resource Center for the Organization of Comprehensive Support to Children with ASD. Education was provided in adopted general education program of primary general education for students with health limitations (Program 8.4). The difference

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Markovets, O., U. Kovalchuk, and R. Kravets. "Information Support for Tutors in Higher Education Institutions." Visnyk of Kharkiv State Academy of Culture, no. 64 (December 26, 2023): 143–60. http://dx.doi.org/10.31516/2410-5333.064.11.

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The relevance. Today, the influence of the tutor on the formation of consciousness and the success of students’ studies plays an important role. A tutor in his professional activity is one of the closest advisers, sometimes even a friend and assistant of a student, such a person helps the student to overcome problems and difficulties. It is the ability of the tutor’s individual approach that makes it possible to prevent problems that may arise for the student. However, the tutor does not always have enough information support for high-quality and efficient performance of his work. Therefore, t

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Constantinou, Costas S., and Stella A. Nicolaou. "Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors." Qualitative Research in Education 7, no. 1 (2018): 1. http://dx.doi.org/10.17583/qre.2018.3064.

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Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challen

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Smet, Marijke De, Hilde Van Keer, Bram De Wever, and Martin Valcke. "Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics." Computers & Education 54, no. 4 (2010): 1167–81. http://dx.doi.org/10.1016/j.compedu.2009.11.002.

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Franzke, Marita, Eileen Kintsch, Donna Caccamise, Nina Johnson, and Scott Dooley. "Summary Street®: Computer Support for Comprehension and Writing." Journal of Educational Computing Research 33, no. 1 (2005): 53–80. http://dx.doi.org/10.2190/dh8f-qjwm-j457-fqvb.

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Having students express their understanding of difficult, new material in their own words is an effective method to deepen their comprehension and learning. Summary Street® is a computer tutor that offers a supportive context for students to practice this activity by means of summary writing, guiding them through successive cycles of revising with feedback on the content of their writing. Automatic evaluation of the content of student summaries is enabled by Latent Semantic Analysis (LSA). This article describes an experimental study of the comprehension and writing tutor, in which 8th-grade s

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Samsonova, E. V., Y. A. Bystrova, A. Yu Shemanov, and E. N. Kutepova. "Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula." Psychological-Educational Studies 14, no. 2 (2022): 84–99. http://dx.doi.org/10.17759/psyedu.2022140206.

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The article provides a comparative analysis of the features of readiness and ability for tutor support as components of professional competencies of students of higher and secondary vocational education, as well as working tutors. The sample of this study is represented by 159 respondents – 67 working tutors, 33 undergraduates in the direction of higher education "Psychological and pedagogical education", 59 respondents, of which 28 undergraduates of higher education (direction "Social work") and 31 students of secondary vocational education (specialty "Social work"). The study was carried out

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Mukhammadovna, Urinova Nilufar. "IMPLEMENTATION OF TUTOR’S SUPPORT MODEL IN HIGHER EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 03 (2023): 58–64. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-11.

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The article under discussion describes tutor’s support models which can be used in implementing tutor’s support process in domestic higher educational institutions. The author of the article considers that introducing the practice of student tutoring is an important and necessary measure because the tutor helps the student to build a subjective position in education. It contributes to the development of young specialist's awareness of his place in the educational space.

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King, Liz. "Practice tutors' readiness to support nursing students who require reasonable adjustments for clinical placement." British Journal of Nursing 33, no. 4 (2024): 200–204. http://dx.doi.org/10.12968/bjon.2024.33.4.200.

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Background: Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which includes overseeing the facilitation of any such reasonable adjustments. However, they may not feel prepared to provide this support. Method: A qualitative approach with a broad interpretivist paradigm was adopted. Data were collected from three focus groups that included a total of 10 nursing practic

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Nyarko, Phyllis Agyeman. "Tutor management support services in colleges of education in Ashanti region, Ghana." Ghana Journal of Education: Issues and Practice (GJE) 3 (December 1, 2017): 75–96. http://dx.doi.org/10.47963/gje.v3i.491.

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The availability of tutor management support services provide the needed guidance, direction and assistance to tutors in the performance of their duties and help overcome diverse challenges they face – professional, personal, material and emotional that can potentially affect their work. The study explored management support services in public colleges of education in the Ashanti Region of Ghana. Four research questions and a hypothesis guided the study. Using the census sampling technique all tutors and all principals were used for the study. Data were collected using the questionnaire, and a

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Matazi, Issam, Rochdi Messoussi, Salah-Eddine Bellmallem, Ilham Oumaira, Abdellah Bennane, and Raja Touahni. "Development of Intelligent Multi-agents System for Collaborative e-learning Support." Bulletin of Electrical Engineering and Informatics 7, no. 2 (2018): 294–305. http://dx.doi.org/10.11591/eei.v7i2.860.

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The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the as

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Issam, Matazi, Messoussi Rochdi, Bellmallem Salah-Eddine, Oumaira Ilham, Bennane Abdellah, and Touahni Raja. "Development of Intelligent Multi-agents System for Collaborative e-learning Support." Bulletin of Electrical Engineering and Informatics 7, no. 2 (2018): 294–305. https://doi.org/10.11591/eei.v7i2.860.

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The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the as

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Oganetse, Dimpho Kgakgamatso, Kasonde Mundende, and Judith Ziwa. "Effective ODeL Instructional Delivery: Using the Lenses of Tutors." International Journal of Research and Scientific Innovation XI, no. III (2024): 652–61. http://dx.doi.org/10.51244/ijrsi.2024.1103046.

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A growing body of research on effective instruction acknowledges the pervasive influence of educational technologies, tutor dispositions and perceived institutional support to classroom practice. Yet, there are limited studies on the perceptions of ODL tutors to these three factors. This study found that ODL tutors in two universities in Botswana considered these factors to play varying roles in shaping their classroom modus operandi, in shaping tutor motivation and classroom creativity and in shaping learner experiences. The study recommends that new ODL learners should take a compulsory intr

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Husain, Rusmin, and Novianty Djafri. "Tutor competence training and work commitment to learning quality of Paket C." International Journal of Innovative Research in Education 10, no. 1 (2023): 46–64. http://dx.doi.org/10.18844/ijire.v10i1.8979.

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The Paket C program refers to the quality of learning as expected by the government and the community in Gorontalo Province. It has been established that competence training for tutors is beneficial in improving their skills in the learning implementation of the Paket C program. The present article intended to identify the correlation between tutor competence training and work commitment in high school equivalency programs, tutor competence training and learning quality of high school equivalency programs, work commitment and learning quality of high school equivalency programs, tutor competen

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Setterud, Helen Susan, Madelaine Johansson, Gudrun Edgren, et al. "Courses for tutors in problem-based learning. Current challenges at four Swedish universities." Högre utbildning 5, no. 1 (2015): 47–64. http://dx.doi.org/10.23865/hu.v5.778.

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The key role of the tutor in problem-based learning (PBL) is to help students become selfregulated learners. Tutors need training to acquire the necessary facilitating skills for this task. The aim of this article is to describe and discuss how PBL tutor training is currently arranged at four universities in Sweden: Linköping University, Lund Medical Faculty, Uppsala Medical School and Örebro School of Medicine. Moreover, we seek to analyse how the content and format of the tutor training courses correspond to the desired skills and competencies for PBL tutors described in the literature. We d

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Sylvi, Pismia. "PENJADWALAN TUTORIAL TATAP MUKA MENGGUNAKAN SISTEM PENDUKUNG KEPUTUSAN." Jurnal Pendidikan 13, no. 2 (2012): 77–88. http://dx.doi.org/10.33830/jp.v13i2.365.2012.

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Effective face-to-face tutorial will be affected by some factors such as number of participants, the scattered locations, the lack of competent tutors, and the poor management system. Specifically, this problem was caused by (i) tutors who teach too many subjects, (ii) the mismanaged scheduling system that a tutor teaches in different classes at the same time. Through decision support system, scheduling is expected to become more effective and efficient. Constraint programming was used as a method to solve problems through mathematical calculation based on prerequisites and limitation. However

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KAWAMURA, Yoshiko. "Reading Tutor, A Reading Support System for Japanese Language Learners." Acta Linguistica Asiatica 2, no. 3 (2012): 77–94. http://dx.doi.org/10.4312/ala.2.3.77-94.

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The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fosterin

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Dr., R.Anitha, P. S. Dr.Arthy, and M.Thangamanı. "Developing an AI-Powered Interactive Virtual Tutor for Enhanced Learning Experiences." Journal of Advanced Research in Artificial Intelligence & It's Applications 2, no. 1 (2024): 18–27. https://doi.org/10.5281/zenodo.13745251.

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<em>With the rapid advancement of technology, the integration of artificial intelligence (AI) in education is transforming traditional learning environments. This paper presents the development of an AI-powered interactive virtual tutor designed to enhance learning experiences through personalized and adaptive instruction. The virtual tutor leverages natural language processing (NLP), machine learning algorithms, and data analytics to provide real-time feedback, individualized learning paths, and interactive dialogues with students. By simulating a human tutor, the AI tutor offers customized e

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Klimova, T. A. "SUPPORT OF SELF-EDUCATION IN A DISTANCE RETRAINING PROGRAM OF TUTORS." Pedagogical IMAGE 14, no. 4 (2020): 719–28. http://dx.doi.org/10.32343/2409-5052-2020-14-4-719-728.

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Introduction. The paper addresses the issue of support of the students involved in a fully online retraining program, which imposes special requirements on the development of the self-education ability. The study aims to establish the conditions for organizing the support of self-education in a digital educational environment. Materials and methods. The study relies on the methodology proposed by G.N. Prozumentova for reconstructing the innovative experience to analyze the reflexive text materials of the Logbook of students of the retraining program; to identify the points of stress, misunders

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Danilevich, Tatyana A. "The specificity of tutor support for children with disabilities at social and cultural events." Tambov University Review. Series: Humanities, no. 1 (2023): 48–57. http://dx.doi.org/10.20310/1810-0201-2023-28-1-48-57.

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An urgent issue of modern education is the socialization and adaptation of children with disabilities in the proposed inclusive environment, while it is necessary to take into account that this process is complicated by the individual psychological and physiological characteristics of the child. The study is aimed at research the specifics of the work of teachers-tutors with children with disabilities in an inclusive space of socio-cultural events. The objectives of the study include identifying the need for interaction between teachers, teachers-tutors and other persons working with children

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Bailey, Matthew D., and Lucas A. Waddell. "Daily Tutor Scheduling Support at Hopeful Journeys Educational Center." INFORMS Journal on Applied Analytics 50, no. 5 (2020): 287–97. http://dx.doi.org/10.1287/inte.2020.1039.

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Hopeful Journeys Educational Center faces a daily task of assigning tutors to students subject to myriad complex rules and restrictions. The organization’s mission, which is to provide individualized education to students with autism spectrum disorders and other developmental disabilities, as well as its limited operating budget and day-to-day resource/demand variability, makes this a uniquely challenging scheduling problem. When we first communicated with Hopeful Journeys, the organization was in critical need of an efficient methodology for producing daily schedules to replace its existing t

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