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Journal articles on the topic 'Tutoring practice'
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Полянина, Ольга Ивановна. "SUPERVISION IN TUTORING PRACTICE: ORGANIZATION ISSUES." Pedagogical Review, no. 3(37) (June 9, 2021): 213–20. http://dx.doi.org/10.23951/2307-6127-2021-3-213-220.
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Обсуждается проблема концептуальной неразработанности супервизорской практики тьюторского сопровождения. В качестве возможной теоретической модели супервизии тьютора предлагается «тьюторская система», аналогичная психотерапевтической системе супервизии, включающая три вида фокуса внимания: на тьюторанте, тьюторе, процессе тьюторского сопровождения. Обозначено содержание супервизии, определяемое каждым из этих ракурсов внимания. Описаны поведенческие паттерны, характеризующие тьюторантов и тьюторов, идентифицированы соответствующие дефициты субъектности и идентичности, определяющие статус «сложного» супервизанта и тьюторанта. В качестве важнейшего условия эффективной супервизии тьюторской практики называется точное распознавание в процессе супервизии ограничений и дефицитов личностного, деятельностного и коммуникативного плана, характеризующих тьютора и тьюторанта. The problem of conceptual underdevelopment of the supervisory practice of tutor support is discussed. The reason for the absence of theoretical models of supervision is seen in the empirical outstripping of this practice in relation to the conceptual reflection of tutoring as a type of professional activity. As a possible theoretical model for the supervision of a tutor, a “tutor system” is proposed, similar to the psychotherapeutic supervision system, which includes 3 types of focus of attention: on a tutorant, a tutor, and the process of tutor support. The content of supervision is indicated, which is determined by each of these angles of attention. Behavioral patterns characterizing tutors and tutorants are described, the corresponding deficits of subjectivity and identity are identified. Deficiencies in educational and professional subjectivity, as well as diffuse educational and professional identity, are defined as criteria for identifying a “complex” supervisor and tutorant. The most important conditions for effective supervision of tutoring practice are called accurate recognition in the process of supervision of the limitations and shortcomings of the personal, activity and communicative plan, which are characteristic of a tutor and a tutorant, as well as the implementation of the fundamental idea of the activity approach about turning the concept of action into activity.
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Shvets, T. "IMPLEMENTATION OF TUTORING PRACTICES IN A HIGH SCHOOL BASED ON THE EXAMPLE OF THE PRIVATE SCHOOL "ATHENS", KYIV." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 56–60. http://dx.doi.org/10.17721/2415-3699.2019.10.15.
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The article actualizes the implementation of tutoring practices that meet the challenges of modern times, help to overcome the contradiction between the current demands from a personality and traditional educational practices. Special attention is paid to the conditions of tutoring practices implementation, meaning creation of an open variable educational environment. The most effective tutoring experience practice, which corresponds with the age specifics of high school students, is designed. A short analysis of a tutor's competence is provided.
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Osadcha, Kateryna. "Forms and methods of professional training future teachers for tutoring in terms of education's individualization." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 145–62. http://dx.doi.org/10.31470/2415-3729-2020-12-145-162.
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The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring.
 The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice.
 Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring.
 The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring.
 The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers.
 Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.
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Yang, Ying-Ying, and Boaz Shulruf. "An expert-led and artificial intelligence system-assisted tutoring course to improve the confidence of Chinese medical interns in suturing and ligature skills: a prospective pilot study." Journal of Educational Evaluation for Health Professions 16 (April 10, 2019): 7. http://dx.doi.org/10.3352/jeehp.2019.16.7.
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Purpose: Lack of confidence in suturing/ligature skills due to insufficient practice and assessments is common among novice Chinese medical interns. This study aimed to improve the skill acquisition of medical interns through a new intervention program. Methods: In addition to regular clinical training, expert-led or expert-led plus artificial intelligence (AI) system tutoring courses were implemented during the first 2 weeks of the surgical block. Interns could voluntarily join the regular (no additional tutoring), expert-led tutoring, or expert-led+AI tutoring groups freely. In the regular group, interns (n=25) did not receive additional tutoring. The expert-led group received 3-hour expert-led tutoring and in-training formative assessments after 2 practice sessions. After a similar expert-led course, the expert-led+AI group (n=23) practiced and assessed their skills on an AI system. Through a comparison with the internal standard, the system automatically recorded and evaluated every intern’s suturing/ligature skills. In the expert-led+AI group, performance and confidence were compared between interns who participated in 1, 2, or 3 AI practice sessions.Results: The end-of-surgical block objective structured clinical examination (OSCE) performance and self-assessed confidence in suturing/ligature skills were highest in the expert-led+AI group. In comparison with the expert-led group, the expert-led+AI group showed similar performance in the in-training assessment and greater improvement in the end-of-surgical block OSCE. In the expert-led+AI group, the best performance and highest post-OSCE confidence were noted in those who engaged in 3 AI practice sessions.Conclusion: This pilot study demonstrated the potential value of incorporating an additional expert-led+AI system–assisted tutoring course into the regular surgical curriculum.
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Roscoe, Rod D., Laura K. Allen, and Danielle S. McNamara. "Contrasting Writing Practice Formats in a Writing Strategy Tutoring System." Journal of Educational Computing Research 57, no. 3 (2018): 723–54. http://dx.doi.org/10.1177/0735633118763429.
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A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students’ beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, multiple forms of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats.
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Liu, Manqiang, and Qingsheng Zhang. "Evaluation of Student Performance with Predicted Learning Curve Based on Grey Models for Personalized Tutoring." International Journal of Emerging Technologies in Learning (iJET) 14, no. 13 (2019): 157. http://dx.doi.org/10.3991/ijet.v14i13.9880.
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Learning time of student is precious, over-practice of target knowledge component wastes student’s time, however, under-practice may mean the student may not grasp target knowledge component properly. To any student, it is helpful if intelligent tutoring system can determine how many practice opportunities needed for mastery of knowledge component. In this paper, to improve student’s learning efficiency, a method of predicted learning curve based on grey models is proposed to determine the counts of practice op-portunity for mastery of knowledge component. The experimental results show that the predicted value on error rate of practice opportunity over knowledge component with the proposed method is much closer to the value of real learning curve than the predicted learning curve produced by learning factors analysis. It implies the proposed prediction method is potential to present reasonable practices for personalized tutoring.
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Aleksandrova, Ekaterina, and Ekaterina Andreeva. "Theory and Practice of tutoring in Russia." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 222–31. http://dx.doi.org/10.18500/2304-9790-2013-2-2-222-231.
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The authors present results of the study based on the analysis of tutoring emergence in Russia, its modernization process and implementation of individualization process and pedagogical support processes as a basis for tutoring activities. We analyze the content basis of the «tutor» phenomenon in national and foreign science. There is a description of basic strands of tutors’ work: analytical and designing, consulting, coordinating and organizing, demonstrating his/her enhanced role as an individual consultant, who helps a child to move on with individual learning paths, which consist of individual trajectories of teaching, education and development of a student. These trajectories, in their turn, are subdivided into knowledge-, practice- and creative- oriented, individual- and person- oriented ones.
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Fazey, DMA, and JG Linford. "Tutoring for Autonomous Learning: Principles and Practice." Innovations in Education and Training International 33, no. 3 (1996): 185–96. http://dx.doi.org/10.1080/1355800960330306.
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Nguyen, Lan Thi Huong, and Thao Vu. "Learning English in the ‘shadow’: Patterns and implications of English private tutoring in Vietnam." Studies in English Language and Education 11, no. 3 (2024): 1515–34. http://dx.doi.org/10.24815/siele.v11i3.37898.
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Private tutoring has grown in prominence on a global scale. While research in this area has increased in recent decades, there remains a lack of focus on English private tutoring. This gap is particularly evident in Vietnam, where research on English private tutoring has not kept pace with its growing popularity. This article sheds light on the prevalence of English private tutoring among students in public high schools in Vietnam. The study examines the rate, patterns of enrolment, the reasons for its popularity and the perceived effectiveness of English private tutoring. Based on questionnaire data collected from 583 urban, regional, and rural school students, the findings revealed an enrolment rate of over 75%, with notable disparities in enrolment patterns among students in different socio-economic areas. However, despite the prevalence of private tutoring, the research findings revealed a modest impact of such tutoring on student academic performance, evidenced by over 75% of the students reporting slight improvement in their communicative skills. Irrespective of academic achievement levels and backgrounds, private tutoring has been a widespread and normalised educational practice, reflecting the nature of social and educational competition. The study emphasises the need for more proactive measures to regulate the practice before it is well-engrained as part of the culture.
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Singh, Rajaputra Umamaheswara. "A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering." Journal of Engineering Education Transformations 36, S2 (2023): 441–45. http://dx.doi.org/10.16920/jeet/2023/v36is2/23067.
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In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. Keywords-Cooperative learning, peer tutoring, learning by teaching, engineering education, freshmen engineering students.
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Guo, Yifan. "Exploring Graduate Teaching Assistants’ Beliefs and Practices in Chinese as a Foreign Language Tutoring Program." Journal of Language Teaching and Research 14, no. 4 (2023): 853–64. http://dx.doi.org/10.17507/jltr.1404.01.
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The current qualitative study researches graduate Teaching Assistants’ (TAs’) beliefs and teaching practices towards Chinese as a Foreign Language (CFL) tutoring sessions and examines the possible factors that shape and influence their beliefs about teaching and tutoring. Data was collected through semi-structured interviews with three experienced graduate TAs in a CFL program at a higher education institution in the U.S. Findings revealed that TAs viewed tutoring with four major functions: review/practice of course content, remedial work, test preparation, and individualized instruction. To achieve effectiveness with these functions, they identified three types of methods for tutoring: great emphasis on explicit and implicit instruction of grammar and vocabulary, adoption of error feedback in tutoring writing, and recognition and attempted implementation of task-based teaching. Four factors have been identified to impact TAs’ beliefs: TA training, curriculum guidelines, students’ feedback, and preconceived beliefs. By exploring the TAs’ beliefs, the program administrators would know more about the gaps in their curriculum objectives and actual teaching practices, thus can better train TAs in the future, which is also beneficial to the language learners. This professional and practical motivation is the goal of the current study.
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Tal-Saban, Miri, and Naomi Weintraub. "Effectiveness of the Community–Academia Student Tutoring (CAST) program in enhancing students’ practice placement readiness." British Journal of Occupational Therapy 82, no. 4 (2018): 220–26. http://dx.doi.org/10.1177/0308022618800179.
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Introduction Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community–Academia Student Tutoring program for enhancing occupational therapy students’ perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method The study included 84 first-year undergraduate occupational therapy students aged 21–35 years, of whom 43 participated in the Community–Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings Anxiety was related to the Student Self-Competency and Readiness for Fieldwork’s components and total score. The Community–Academia Student Tutoring group scored significantly higher ( p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications It appears that it is possible to enhance students’ readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community–Academia Student Tutoring program.
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Anangisye, William A. L. "Post-Ban Era of Private Tutoring Practices in Tanzania." Utafiti 15, no. 2 (2020): 195–213. http://dx.doi.org/10.1163/26836408-15020030.
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Abstract Private tutoring continues in Tanzania, twenty-one years after its being officially banned. Despite the 1999 ruling, overtly organised private tutoring continues unabated through established infrastructures. This study focuses on the private tutoring centres in the Iringa Municipality. The data was collected by engaging with their owners and with the students, teachers and parents who participate in sustaining these services. Irrespective of its modus operandi, the tenacious practice of private tutoring signals an on-going demand, reinforced by the egregious gaps in the supply of education as it is delivered by formal systems nationally. Hungry for the highest standard of education for their children, parents seek to fulfil this manifest need through these auxiliary channels.
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Marsely, Mika. "Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 5, no. 1 (2020): 25. http://dx.doi.org/10.26675/jabe.v5i1.12634.
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This study attempts to investigate the use of peer tutoring and to assest the effectiveness of peer tutoring in accounting learning, State Polytechnic of Malang. A descriptive research approach with case study was employed in this research. The information gathered by documentation, observation and in depth interview. The accounting learning was done by the author with apllying same age peer tutoring (co-peer). The findings revealed that peer tutoring is a very effective learning strategy both to tutors and tutees. Tutors feels happy, proud, and satisfied when the lecturers trust them to give the material in front of their friends. Whereas the tutees feel more comfortable because the learning activities has become more relaxed and not strained, the students have been brave to ask more question. Peer tutoring has improve the academic achievement, communication skill, responsibilities, patience, empathy, sympathy, and strengthening the social skills both to tutors and tutees. As we know that these all skills were very needed in the world life. The author suggest that it should be utilized within the premises of the educational institutions. It is a must for polytechnic students to be equipped with such ability given that it has a great impact towards their future career development. The graduates are believed to be able to perform productively in the society with this ability, notwithstanding what contexts they are in. This is to assure that they would be able to function in line with the complex world of today.
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Podplota, Svilana. "PEER-TUTORING AS A NEW PARADIGM FOR THE DEVELOPMENT OF STUDENTS COMPETENCES OF THE XXI CENTURY." Scientific journal of Khortytsia National Academy, no. 2022-7 (December 3, 2022): 67–75. http://dx.doi.org/10.51706/2707-3076-2022-7-7.
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Higher education institutions in Ukraine have faced requirements related to the quality of teaching and learning. Constant technological evolution, the rapid spread of scientific knowledge, and constructivist views on learning call into question the veracity of the information given to students during lectures. The article examines the problems and transformations in educational and methodological processes stimulated by the Bologna process. Pedagogical processes aim to go beyond simple feedback and should become a research, constructive and critical component of the educational process. Addressing these issues is important for academics to acquire new competencies and implement new teaching practices in their work. It is proposed to use tutoring practices to organize the educational process of higher education institutions of Ukraine. Tutoring at the current stage is designed to meet the need of students to support and build an individual educational route. Due to its content and wide possibilities, tutoring has many aspects, features and can be implemented in different modes. Tutoring is actively used in many international universities, where tutors play an intermediary role between a professor and a student and, at the same time, are responsible for one or more students. Peculiarities of peer-tutoring are considered. It has been proven that peer-tutoring contributes to improving the competencies of a person of the future. The use of tutoring methods of education contributes to improving the knowledge of students in various subjects, makes them active and independent participants in the educational process. In the age of online learning, the student-tutor relationship can be critical in helping some struggling students become more connected to their student community and better able to solve academic problems.Tutoring as an innovative educational technology is in demand in the practice of higher education institutions of Ukraine. Future tutoring practices will become a part of educational programs, and institutions of higher education will begin to look at tutoring as a real opportunity to develop the competencies of a person of the future.
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Ovsyannikova, T. M. "Profession of a tutor in national and foreign practice." Современная зарубежная психология 5, no. 3 (2016): 75–82. http://dx.doi.org/10.17759/jmfp.2016050308.
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The paper presents the phenomenon of tutoring in support of children with autism spectrum disorders (ASD) in Israel, the United States and Russia. It describes the role of a tutor, as a member of the team of teachers in creating an inclusive school environment for students with ASD. Special attention is paid to the issues of competencies and skills necessary for a tutor. Consolidated national and foreign experience of tutoring made it possible to articulate the proposal aimed at formation of a new professional function for teachers in Russia - a specialist in the ASD
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Inoue, Yukiko. "Methodological Issues in the Evaluation of Intelligent Tutoring Systems." Journal of Educational Technology Systems 29, no. 3 (2001): 251–58. http://dx.doi.org/10.2190/b5vf-qk3f-pccd-64lb.
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Drill and practice, simulation, and tutorial are the main formats of computer-assisted instruction, yet tutorial format is particularly suitable to conceptual school subjects. When a knowledge module is added to the tutorial format, it is termed an intelligent tutoring system (ITS). Although ITS evaluation studies greatly influence interest in and support for the future ITS work, valid evaluation methodologies are lacking because ITS is fairly new. Consequently, this article examined the ITS evaluation studies, with the focus on the methodological issue. The critical component in ITS is the knowledge component that has not been evaluated adequately to verify the knowledge. Definitely summative evaluation is more difficult than formative evaluation since it involves the comparison of ITS with human tutors using traditional teaching methods across extensive subject domains.
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Stenhoff, Donald M., and Benjamin Lignugaris/Kraft. "A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings." Exceptional Children 74, no. 1 (2007): 8–30. http://dx.doi.org/10.1177/001440290707400101.
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Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
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Choirunnisa, Citra, Ashadi Ashadi, and Suryadi Budi Utomo. "Studi Komparasi Pembelajaran Team Assisted Individualization (TAI) Berkombinasi Drill And Practice dan Problem SolvingdBerbantuan Peer Tutoring Ditinjau dari Kemampuan Metakognisi terhadap Prestasi Belajar Siswa." Jurnal Pendidikan Kimia 8, no. 2 (2019): 283. http://dx.doi.org/10.20961/jpkim.v8i2.29010.
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<p>Penelitian ini bertujuan untuk mengetahui: (1) pengaruh model pembelajaran TAI <br />berkombinasi Drill and Practice dan Problem Solving berbantuan Peer Tutoring terhadap prestasi belajar pada materi Stoikiometri,(2) pengaruh kemampuan metakognisi terhadap prestasi belajar pada materi stoikiometri,(3) interaksi antara model pembelajaran TAI berkombinasi Drill and Practice dan Problem Solving berbantuan Peer Tutoring dengan kemampuan metakognisi terhadap prestasi belajar pada materi stoikiometri. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2x2. Subjek penelitian ini yaitu siswa kelas X MIPA 4 dan X MIPA 6 SMA N 1 Boyolali tahun ajaran 2016/2017 yang diambil dengan teknik cluster random sampling. Analisis data penelitian ini menggunakanauji Analisis Variansi (ANAVA) Dua Jalan dan uji Kruskal Wallis. Hasil penelitian menunjukkan: (1) terdapat pengaruh modela pembelajaran TAI berkombinasi Drill and Practice dan Problem Solving berbantuan Peer Tutoring terhadap prestasi belajar aspek pengetahuan, tetapi tidak terdapat pengaruh terhadap aspek sikap dan keterampilan pada materi stoikiometri. (2) Tidak terdapat pengaruh kemampuan metakognisi terhadap prestasi belajar aspek pengetahuan, aspek sikap dan keterampilan pada materi stoikiometri. (3) Tidak terdapat interaksi antara model pembelajaran TAI berkombinasi Drill and Practice dan Problem Solving berbantuan Peer Tutoring dengan kemampuan metakognisi terhadap prestasi belajar aspek pengetahuan, sikap, dan keterampilan pada materi stoikiometri.</p>
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Malinovskaya, Y. N. "TUTORING AS AN EDUCATIONAL PRACTICE OF INDIVIDUALIZED SOCIETY." Tomsk state pedagogical university bulletin, no. 12 (2017): 37–41. http://dx.doi.org/10.23951/1609-624x-2017-12-37-41.
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Shvets, T. "THE PRACTICE OF TUTORING IMPLEMENTATION IN POLISH SCHOOLS." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 80 (2022): 70–75. http://dx.doi.org/10.32840/1992-5786.2022.80.2.13.
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Anderson, Dana. "Interfacing email tutoring: Shaping an emergent literate practice." Computers and Composition 19, no. 1 (2002): 71–87. http://dx.doi.org/10.1016/s8755-4615(02)00081-6.
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Powell, Sarah R., Lynn S. Fuchs, and Douglas Fuchs. "Embedding Number-Combinations Practice Within Word-Problem Tutoring." Intervention in School and Clinic 46, no. 1 (2010): 22–30. http://dx.doi.org/10.1177/1053451210369516.
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Osadcha, Kateryna. "MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION." Education: Modern Discourses, no. 3 (December 25, 2020): 97–104. http://dx.doi.org/10.37472/2617-3107-2020-3-09.
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The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.
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Thurston, Allen, and Keith J. Topping. "Peer Tutoring in Schools: Cognitive Models and Organizational Typography." Journal of Cognitive Education and Psychology 6, no. 3 (2007): 356–72. http://dx.doi.org/10.1891/194589507787382070.
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The authors define peer tutoring and describe the types of peer tutoring reported in the literature. An organizational typography of peer tutoring in school classrooms is presented, and the variables that influence patterns, nature and effectiveness of peer interaction are explored. Cognitive models of peer tutoring approaches that follow either Piagetian theories of cognitive conflict or Vygotskian theories of co-construction are compared and the similarities and differences of each model interrogated. The influences each model may have on cognitive and affective development, as well as metacognition, are illustrated. The authors discuss knowledge transfer issues to facilitate the development of effective models of peer tutoring in the classroom practice of teachers in schools. Finally, areas for future research and development are highlighted.
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Appelrouth, Jed I., DeWayne Moore, Karen M. Zabrucky, and Janelle H. Cheung. "Preparing for High-Stakes Admissions Tests: A Moderation Mediation Analysis." International Research in Higher Education 3, no. 3 (2018): 32. http://dx.doi.org/10.5430/irhe.v3n3p32.
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For decades researchers have examined the effects of SAT preparation, but only recently have they begun to explore the factors that inform successful test preparation (Appelrouth & Zabrucky, 2717). In their regression analysis of the factors of successful SAT preparation, Appelrouth, Moore, & Zabrucky (2015) found significant effects of homework completion, instructional hours, practice and official testing, distribution of study, and timing of test preparation. The current study builds upon that research in constructing a functional model of SAT preparatory factors. It was hypothesized that direct and indirect relationships would exist between preparatory factors, and that some of these relationships would be moderated by student characteristics such as gender and socioeconomic status. Archival data from 1,933 students were analyzed, and significant direct relations were reported between tutoring start time and the following variables: session distribution, individual tutoring hours, group tutoring hours, homework completion, number of official tests, number of practice tests and total SAT increase. Commencing test preparation earlier yielded positive direct and indirect effects, and session distribution, individual and group tutoring hours, and official SAT and practice SAT tests all mediated the relationship between start time and SAT score increase. School type and socioeconomic status moderated the relationship between start time and individual tutoring hours, and school type also moderated the relationship between homework completion and score increase. The results of this analysis have implications for the thousands of high schools and educational entities that offer SAT coaching programs. By encouraging earlier program start times, adequate instructional hours, distribution of sessions and practice effects, administrators can create more effective SAT preparation programs to serve their college-bound students.
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Ivanova, Irina. "Volunteering, Mentoring, Tutoring – Three Pillars of Eventful Social Practice." Profession-Oriented School 11, no. 3 (2023): 33–37. http://dx.doi.org/10.12737/1998-0744-2023-11-3-33-37.
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The article discusses the possibilities of volunteering, mentoring, tutoring in the development, socialization and upbringing of children and youth, reveals the general and specific aspects of these social practices, as well as the significance of their application at the present stage. As a distinctive characteristic of these social practices, eventfulness is determined, which allows the participants in the interaction to realize their subjective position. The materials proposed in the article can be used in the process of teaching students in the areas of training: «Organization of work with youth», «Psychological and pedagogical education», «Pedagogical education», levels of higher education – bachelor’s and master’s programs in the process of students mastering disciplines that meaningfully reveal questions theories and methods of organizing volunteering, mentoring and tutoring.
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Muna, Siti Umamah Naili, Asmara Iriani Tarigan, Elin Herlinawati, Darsih Idayani, Wahyu Hidayat, and Pani Septiani. "ASSISTANCE IN ENTREPRENEURSHIP DEVELOPMENT TUTORING "LESSON-JA" IN SUKAGALIH VILLAGE, MEGAMENDUNG DISTRICT, BOGOR REGENCY, WEST JAVA." Abdi Dosen : Jurnal Pengabdian Pada Masyarakat 8, no. 1 (2024): 211–21. https://doi.org/10.32832/abdidos.v8i1.2246.
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The purpose of this service is to provide assistance in entrepreneurial development to students as LESSON-JA tutoring owners. LESSON-JA tutoring have the potential to be developed so that they can become more well-managed tutoring considering that this tutoring is needed by local residents and residents in other villages in learning assistance for students to learn from home. The method used is Participatory Learning through participatory in partners with discussion, practice and demonstration materials. Results Partner assistance has succeeded in determining good management strategies related to tutoring curriculum, calistung learning materials, good management strategies related to human resources and marketing, and completing LESSON-JA tutoring facilities and infrastructure. In addition, online mentoring is carried out to discuss the initial tasks that have been done by partners. The discussion of LESSON-JA tutoring assignments includes how to arrange a lesson schedule on the template provided, fill in student progress cards, and use Google Drive. Other additions such as assignment files are merged in the LESSON-JA tutoring management document. With the availability of LESSON-JA tutoring management documents and LESSON-JA lessons that have been equipped with learning media (books and teaching aids) and classroom facilities, partners have shown progress from mentoring and achieving entrepreneurial change outcomes in a more managed direction, namely from tutoring to tutoring. Other additions such as task files are merged in the LESSON-JA management document. With the availability of LESSON-JA tutoring management documents and LESSON-JA tutoring that have been equipped with learning media (books and teaching aids) and classroom facilities, partners have shown progress from mentoring and achieving entrepreneurial change outcomes in a more managed direction, namely from tutoring to tutoring.
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Maheady, Larry, and Jaime Gard. "Classwide Peer Tutoring: Practice, Theory, Research, and Personal Narrative." Intervention in School and Clinic 46, no. 2 (2010): 71–78. http://dx.doi.org/10.1177/1053451210376359.
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Contemporary teachers need instructional practices that are (a) powerful enough to meet the needs of a rapidly diversifying student population, (b) feasible to implement on a classwide basis, and (c) socially acceptable to them and their pupils. Classwide peer tutoring (CWPT) is one such instructional practice. In addition to describing CWPT, its research base, and supporting theoretical perspectives, this article describes a project in which a classroom teacher in a remedial education program worked collaboratively with an educational researcher to examine the impact of CWPT on her pupils’ math computational fluency as monitored on district-adopted, curriculum-based assessments. Results indicated that all pupils, including those with disabilities, made substantial learning gains and improved their academic-related behavior in class. The teacher reported that CWPT was relatively easy to implement and that her students loved playing the tutoring game in math.
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Phillips, Fred, and Benny G. Johnson. "Online Homework versus Intelligent Tutoring Systems: Pedagogical Support for Transaction Analysis and Recording." Issues in Accounting Education 26, no. 1 (2011): 87–97. http://dx.doi.org/10.2308/iace.2011.26.1.87.
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ABSTRACT: Prior research demonstrates that students learn more from homework practice when using online homework or intelligent tutoring systems than a paper-and-pencil format. However, no accounting education research directly compares the learning effects of online homework systems with the learning effects of intelligent tutoring systems. This paper presents a quasi-experiment that compares the two systems and finds that students’ transaction analysis performance increased at a significantly faster rate when they used an intelligent tutoring system rather than an online homework system. Implications for accounting instructors and researchers are discussed.
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Spencer, Vicky G., Thomas E. Scruggs, and Margo A. Mastropieri. "Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies." Behavioral Disorders 28, no. 2 (2003): 77–93. http://dx.doi.org/10.1177/019874290302800208.
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This study investigated the use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. Thirty students attending social studies classes in a middle school for students with emotional or behavioral disorders studied social studies content in a crossover design, in which all students received each of two instructional conditions. In one treatment condition, students served as peer tutors using a paragraph summary strategy. In the other condition, students received traditional instruction. After 4 weeks of tutoring, results indicated that students scored higher on content tests and on-task behavior while in the tutoring condition. Qualitative data suggested that students enjoyed peer tutoring relative to traditional instruction and reported that they would like to use it in other classes. Teachers agreed that peer tutoring and strategy instruction had exerted a facilitative effect on student performance. The authors discuss implications for practice.
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Doukakis, Spyridon. "A Management Approach of an E-Tutoring Program for High School Students." International Journal of Managing Information Technology 13, no. 1 (2021): 21–31. http://dx.doi.org/10.5121/ijmit.2021.13102.
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The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
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Sánchez Islas, Francisco, and Maritza Librada Cáceres Mesa. "El papel del tutor en la inserción de los docentes de nuevo ingreso." Revista Metropolitana de Ciencias Aplicadas 5, no. 2 (2022): 45–56. http://dx.doi.org/10.62452/ykxzjy94.
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Since its origins, the Tutoring for new teachers has been plagued by irregularities, which have not responded to the objectives with which it was created and that has put this program in question, about the benefits it offers to address the areas of opportunity. of novice teachers. The present study is an analysis aimed at analyzing the criteria and perceptions of tutors and tutors from a personal perspective, and that the only thing that is intended is to find elements that allow improving the Tutoring processes, from the tutoring function and the role played by the teacher. more experienced that accompanies in his incursion into teaching practice. It is based on the analysis of the evolution that Tutoring has had and how it has contributed to peer work, strengthening teaching skills, in the understanding that working with professionals, who make decisions, who have passed through a higher level institution and who has been trained to be a teacher, appeals to a bit of intellectual humility to allow himself to be supported and strengthen the areas of opportunity of the apprentices in the function. From the methodological point of view, it is based on the qualitative approach and inspired by hermeneutics, the technique used is narrative, as a strategy to rescue information from the perceptions of the main actors in the Tutoring process, references that constitute an important input for analyze and interpret and propose to the corresponding authorities, the strategies that affect the improvement of the tutoring practice.
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Gorbut, Aleksandra Vladimirovna. "PUTTING INTO PRACTICE TUTORING TECHNOLOGY IN THE TOURISM UNIVERSITY." Sovremennye issledovaniya sotsialnykh problem, no. 9 (February 9, 2015): 141. http://dx.doi.org/10.12731/2218-7405-2014-9-12.
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Bartholomew, Kimberly W. "Blended learning and online tutoring: A good practice guide." Internet and Higher Education 10, no. 4 (2007): 283–86. http://dx.doi.org/10.1016/j.iheduc.2007.09.002.
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Maddrey, Elizabeth R. R. "Blended learning and online tutoring: A good practice guide." Internet and Higher Education 10, no. 4 (2007): 286–89. http://dx.doi.org/10.1016/j.iheduc.2007.09.003.
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Korobova, Iryna, Viktoriia Nikiforova, and Liubov Likarchuk. "The role of tutoring in mastering German languages in higher education." 93, no. 93 (September 12, 2021): 76–83. http://dx.doi.org/10.26565/2227-8877-2021-93-10.
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The article reveals the problem of introducing quality tutoring in higher education, in particular Germanic languages. As practice shows, the number of students who want to master Germanic languages is growing; such students need to have an individual educational trajectory, where a special place belongs to the tutor. However, the problem of tutoring in domestic science is quite new, despite available works that reveal the theoretical and practical aspects of the tutoring development as a teaching profession, the issue of tutoring in mastering Germanic languages in higher education remains unnoticed by scholars, which makes the study relevant. Tutoring is an additional necessary component that complements the basic educational process; the tutor is a creative person, the leader of the study group, who conducts group classes, provides psychological support and individual assistance to students in solving educational and personal problems related to learning; provides career guidance and counselling. The quality of tutoring in mastering Germanic languages depends on the success of various interrelated work processes – Quality circle of tutoring: development of tutoring concept (determining the scope of classes, number of students, required number of tutors and educational goals), search for tutors (at the end of the previous semester with submission announcements and organizational meetings), training of tutors (professional and didactic), management of tutors (through regular meetings-consultations), assessment of tutoring (self-assessment and within the official evaluation system of the educational institution). A special place in the tutoring concept belongs to the documentation of all processes in order to analyse and transfer materials to the next generation of tutors. Tutoring is an important element of the quality management system in a modern higher education institution, as it realizes the values of individualization and self-determination. Prospects for further research are in the theoretical substantiation of the tutoring effectiveness in the mastering of German languages in higher education.
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Bentz, Johnell L., and Lynn S. Fuchs. "Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring." Learning Disability Quarterly 19, no. 4 (1996): 202–15. http://dx.doi.org/10.2307/1511207.
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This study investigated the effects of providing training and practice in helping behaviors to students during peer tutoring in mathematics. Participants were 20 general educators from grades two through four, whose entire classes participated in peer tutoring for 29 weeks. From each class, teachers identified one average-achieving student and one student with a learning disability to participate as a dyad in this videotape study. The 20 classrooms were assigned randomly to two treatments: peer-tutoring experience with additional training in how to help and peer-tutoring experience without training in how to help. Following training in how to help in 10 of the 20 classrooms, each dyad, one from each classroom, was videotaped completing a mathematics peer-tutoring task. Microlevel quantifications and more global descriptions of transcripts of representative pairs in each condition indicated that students who received the helping training engaged in an increased number of directly trained helping behaviors than the untrained students. The nature of students' explanations is also described.
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Donetskaya, S. S., and V. A. Tretyakova. "Informal Self-Employment in the Market of Tutoring Services: International Experience of State Regulation." World of Economics and Management 22, no. 4 (2022): 60–78. http://dx.doi.org/10.25205/2542-0429-2022-22-4-60-78.
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Private tutoring is currently an international phenomenon and, as research in this field demonstrates, has a pronounced upward trend in many countries around the world. At the same time, the issues of functioning and development of the tutoring services market remain insufficiently covered due to the lack of reliable information on tutoring services, imperfect legislative framework in this area, as well as due to the complex changes in the educational system and in the socio-economic life of society in general, to which the analyzed market is extremely susceptible. Therefore, the purpose of the article is to reveal the features of approaches and methods used in the international practice of regulating the tutoring services market.The article reveals that tutoring services market in any country, despite the sufficient openness to new participants, operates under certain restrictions: natural and unnatural barriers. The former is conditioned by the peculiarities of natural development and scale of the market; the latter are created through administrative control of tutoring activities. The classification of barriers is given, which makes it possible to single out state regulation of self-employment in the tutoring services market into a separate category. The types of state policy of different countries in relation to tutoring activities are presented. It is revealed that the current system of state regulation of the tutoring services market in Russia is characterized by a focus on tax control without considering the social significance of the nature of tutoring services and its impact on the state education system. In this regard, it is necessary to analyze international experience, especially about the possibility of implementing the most successful solutions of state regulation of the tutoring services market in relation to Russian conditions.
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Prysak, Dorota, Anna Wojtas-Rduch, and Sebastian Mrózek. "Tutoring in University Education as an Extended Perspective (Reality) and an Element of Inclusive Education." International Journal of Special Education (IJSE) 37, no. 2 (2022): 169–79. http://dx.doi.org/10.52291/ijse.2022.37.50.
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Tutoring as a certain architecture of academic excellence is a method of preparing students for work, creating conditions for further research activities, and restoring the personal growth function of university education, whose goal is to foster attitudes and values that are understood as universal goods (Dziedziczak-Foltyn et al., 2020). The article consists of the following parts: an introduction and the main sections, presenting successively the basic theories, the applied methodology, the main analysis, and the conclusions. The main objective of this paper is to organize the theoretical foundations of tutoring and present the results of a study conducted by a team of researchers from the Faculty of Arts and Educational Science at the University of Silesia in Katowice. The members of the above-mentioned tutoring research team are the authors of this article. The research concerned the ways of defining tutoring by students of pedagogical fields of study who carry out tutoring in inclusive education institutions. In the course of the research, it turned out that tutoring is defined as a method, support, practice, teaching, experience, development, relationship, work, and observation. The method applied in their research is qualitative analysis.
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Mahmud, Rafsan. "Mixed implications of private supplementary tutoring for students’ learning." International Journal of Comparative Education and Development 21, no. 1 (2019): 61–75. http://dx.doi.org/10.1108/ijced-05-2018-0008.
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PurposePrivate supplementary tutoring, common in many countries, has mixed (both positive and negative) dimensions that impact student learning. Private supplementary tutoring runs parallel to mainstream schooling and provides lessons before or after school hours in exchange for additional fees. The purpose of this paper is to focus on how private supplementary tutoring benefits students’ learning in secondary education. It also identifies the drawbacks of tutoring, and shows variations in and between urban and rural locations.Design/methodology/approachThe paper employed a mixed methods approach using a survey and individual interview collected from two different research settings: urban and rural. Grades 8 and 10 were purposefully chosen for data collection. A sample of 802 participants, including 401 students and their 401 parents (either mothers or fathers), participated in the survey, in addition to 48 interviewees comprising students, parents and teachers.FindingsAt times, pupils’ educational perspectives are influenced by the conflicting (positive/negative) standpoints of tutoring issues. The paper finds mixed impacts of private tutoring with a focus on disparities of implications between urban and rural locations. It identifies positive aspects such as learning attainment, exam preparation, relationship growth and lesson practice, as well as negative perspectives, such as an examination-centered aim and hamper of mainstream school learning.Originality/valueThe study contributes to the awareness of private supplementary tutoring that benefits students’ learning while also bringing disadvantages. It shows implications of fee-charging tutoring which may relate to students’ family socio-economic situations. The paper addresses private tutoring in general (including English and all other subjects) in most cases, and, more specifically, private tutoring in English as a subject in some cases.
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Borrallo-Riego, Álvaro, Eleonora Magni, José Miguel Pérez-Jiménez, and María Dolores Guerra-Martín. "Nursing Students’ Experiences About Clinical Practice Tutoring: A Cross-Sectional Observational Study." Nursing Reports 14, no. 4 (2024): 3993–4005. https://doi.org/10.3390/nursrep14040292.
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Objective: Nursing students’ experiences about clinical practice tutoring in a public university from southern Spain and at its two attached educational centres were analysed. Methods: A cross-sectional observational study was carried out. The population was comprised of nursing students attending their fourth year of university during the 2023/2024 academic period, with a final sample of 179 subjects. Sociodemographic data were collected and a validated questionnaire on opinions about the figure of clinical practice tutors was applied, with 34 closed questions offering five answer options. The questions were categorized into 17 dimensions. A question on the students’ satisfaction with tutoring of the practices was included, in addition to an open question to gather the students’ comments and/or suggestions in relation to clinical practice tutoring. The analysis was performed through a data matrix in SPSS. The Kruskal–Wallis test was used to compare the centres according to the questionnaire dimensions, considering p-values < 0.05 to establish statistically significant differences. The open question was analysed using Atlas.ti. Results: Most of the students were women, with an approximate mean age of 23 years old. Significant differences were detected among the centres in almost all dimensions from the questionnaire. High satisfaction levels were obtained in the three centres. A total of 83 verbatims were collected in the open question and grouped into eight categories. Conclusion: Nursing students place significant importance on the role of the clinical tutor. Clinical tutors who demonstrate enthusiasm for teaching, foster a positive environment based on active listening, respect, and the encouragement of autonomy, are essential to enhancing the students’ experience during clinical placements.
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Karam, Fares J., and Eleni Oikonomidoy. "Fostering Social-Emotional Learning during Resettlement: Learning with a Multilingual Refugee-Background Family." Anglica. An International Journal of English Studies, no. 33/1 (2024): 67–87. https://doi.org/10.7311/0860-5734.33.1.04.
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Studies have shown how adopting social-emotional learning (SEL) approaches can help support newcomer multilingual learners of English in language classrooms. However, little is known about the role of SEL in supporting refugee-background families in out-of-school contexts. Framed within critical mindfulness and critical peace education, this study addresses this gap by asking: What role does SEL play in supporting two refugee-background parents’ resettlement and language learning efforts? and How do two refugee-background parents’ values influence weekly English tutoring sessions? The study documents different ways through which participants engage with SEL practices to negotiate their tutoring sessions and introduces “mujamalah” as an SEL practice in line with peace education. Findings underscore the importance of incorporating SEL approaches to support multilingual refugee-background families.
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Spasenovic, Vera. "Private tutoring as shadow education: Comparative overview." Zbornik Instituta za pedagoska istrazivanja 56, no. 2 (2024): 203–20. https://doi.org/10.2298/zipi2402203s.
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Private supplementary tutoring in school subjects, which takes place outside of regular school classes and is paid, is not unfamiliar in many education systems. However, it has become more prevalent and widespread today than it was previously and is now discussed as a global phenomenon. The term ?shadow education? is commonly used to describe private tutoring in academic literature. This paper provides an overview and analysis of the conceptualization of shadow education, its prevalence in practice, the factors influencing this phenomenon, and the effects it generates in education systems worldwide. It also highlights the characteristic responses of education authorities to the rise of private tutoring. Given the significant impact of private tutoring on individuals, education system, and society as a whole, the paper emphasizes the need for educational authorities, as well as the academic and professional community, to address this issue rather than ignore it. Furthermore, the paper examines the emergence of private tutoring in Serbia and advocates for the need to establish a proactive approach to understanding and addressing this issue.
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Brown, Emily. "Efficacy of Online Tutoring Programs: A Comparative Analysis between the United Kingdom and China." International Journal of Online and Distance Learning 5, no. 1 (2024): 37–48. http://dx.doi.org/10.47604/ijodl.2441.
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Purpose: The aim of the study was to investigate the efficacy of online tutoring programs: a comparative analysis between the United Kingdom and China.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: A comparative analysis between the United Kingdom and China highlights differences in the efficacy of online tutoring programs. Chinese students show higher engagement, while UK students report greater satisfaction. These findings emphasize the need for culturally tailored tutoring interventions to optimize outcomes across diverse educational settings.
 Unique Contribution to Theory, Practice and Policy: Social learning theory, cultural-historical activity theory (CHAT) & technology acceptance model (TAM) may be used to anchor future studies on the efficacy of online tutoring programs: a comparative analysis between the United Kingdom and China. Online tutoring programs should prioritize the development of culturally sensitive pedagogical strategies and instructional materials. Policymakers should promote cross-cultural collaboration and exchange in the development and implementation of online tutoring programs.
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Jonassen, David H., and Sherwood Wang. "The Physics Tutor: Integrating Hypertext and Expert Systems." Journal of Educational Technology Systems 22, no. 1 (1993): 19–28. http://dx.doi.org/10.2190/7l7f-57h5-apyu-aapa.
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The Physics Tutor is a prototype intelligent tutoring system (ITS) built with “off-the-shelf” software in order to test the utility, practicality, and generalizability of the ITS concept. The tutorial information is accessed through a semantically structured hypertext which enables students to browse through the knowledge base, secure examples, and quiz themselves with practice items. The student model and expert model are encoded in several hundred rules that are evaluated by a commercial expert system shell. The output of the expert system knowledge bases is a judgment about the learners level of conceptual development and some tutorial strategies for remediating deficiencies. Because of the slowness of the system, and the enormous amount of required development time, the practicality of ITSs is called into question.
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Rae, John, and Aubrey Baillie. "Peer tutoring and the study of psychology: Tutoring experience as a learning method*." Psychology Teaching Review 11, no. 1 (2005): 53–63. http://dx.doi.org/10.53841/bpsptr.2005.11.1.53.
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‘Peer tutoring’ refers to a variety of ways in which learning takes place through interaction with peers. This paper describes the development of a module (called Peer Assisted Learning and the Study of Psychology) through which third–year psychology undergraduates participate as peer tutors in a foundation–level module on study skills for psychology students. This third-year module was intended to enrich the experience of the students taking the study skills module and also to use peer tutoring as learning method for the third year students – this second aim is the focus of this paper. Firstly, we report on the design of this module, providing a brief review of some relevant literature and explaining how we chose to develop a module which includes peer tutoring experience alongside seminars on the psychology of adult learning and learning through participation. Secondly, we outline some issues which arose in the practical implementation of the module. Thirdly, we summarise our understanding of the peer tutors’ experience by drawing on their participation in seminars and on the practice reports through which the module is assessed. Finally, we identify some issues raised by the module and key points which arose in implementing it.
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Pappas, Marios, and Athanasios Drigas. "Incorporation of Artificial Intelligence Tutoring Techniques in Mathematics." International Journal of Engineering Pedagogy (iJEP) 6, no. 4 (2016): 12. http://dx.doi.org/10.3991/ijep.v6i4.6063.
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Intelligent Tutoring Systems incorporate Artificial Intelligence techniques, in order to imitate a human tutor. These expert systems are able to assess student’s proficiency, to provide solved examples and exercises for practice in each topic, as well as to provide immediate and personalized feedback to learners. The present study is a systematic review that evaluates the contribution of the Intelligent Tutoring Systems developed so far, to Mathematics Education, representing some of the most representative studies of the last decade.
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Grzegorczyk, Grzegorz. "Dialogue and language as factors contributing to transformative learning in academic tutoring." Psychology of Language and Communication 22, no. 1 (2018): 164–86. http://dx.doi.org/10.2478/plc-2018-0007.
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Abstract Among a number of teaching practices, personalized education is gaining in popularity owing to its enticing appeal of a novel, humanistic attitude with unparalleled pedagogical results unlike those observed in traditional standardized mass education models. As part of the fourth moment in the history of education (according to the timeline in Davis, Sumara and Kapler, 2015), personalized education under the guise of tutoring or educational coaching is boldly re-entering schools and the academic world. Observing the daily practices of tutors and educational coaches on various levels of schooling, we can note a number of features which contribute to the emergence of a model where learning becomes an autonomous, lived experience. In this model communication is understood as a collaborative dialogical practice, which leads us to see learning as a result of interactivity in the learner-tutor dyad afforded by geo-spatial conditions, physio-psychological elements and language. All these contribute to the occurrence of transformative results as evidenced in student post-tutoring narratives. In this paper we present learning in the dialogical tutor-tutee paradigm as a distributed, embodied, and enacted meaning-making process rather than mere ‘sending’ and ‘receiving’ of substantive information (e.g., De Jaegher and DiPaolo, 2007; Neuman and Cowley, 2013). Described as such, the method fits in the paradigm of self-regulated learning. We therefore postulate the claim that personalised education as exemplified by tutoring is co-agential and prompts learning on multiple timescales. Consequently, cognition and learning in tutoring is enactment of knowledge, while coordinating speech rather than knowledge transmission
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Andy S.K. Dahoklory, Lestari Lestari, Jekson N. Konoralma, et al. "Pengabdian Kepada Masyarakat melalui Program Bimbingan Belajar Bagi Anak Sekolah Dasar di Desa Patti." Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia 2, no. 4 (2023): 149–59. http://dx.doi.org/10.58192/karunia.v2i4.1596.
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This community service aims to provide learning guidance for elementary school children. The implementation of this service was carried out by PSDKU Regency Real Work Lecture (KKN) students. Southwest Maluku in Patti Village. The method for implementing community service activities consists of three stages, namely planning, implementation and evaluation. Community service activities in the form of tutoring will be carried out from August – September 2023 3 times a week, at 16.00–17.30 WIT in the Patti Christian Elementary School study room. The tutoring participants are Patti Christian Elementary School children. Students provide study guidance material using lecture methods, practice questions and questions and answers. The tutoring activities that have been implemented are going well. The results of this activity have had a positive impact on the participants and are an example of how community service can help improve the quality of education at the basic level. Participants' ability to understand and solve practice questions well and correctly. Furthermore, basic English language skills and computer training have also increased among the children of Patti village.