Relevant bibliographies by topics / Tutors and tutoring

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

Academic literature on the topic 'Tutors and tutoring'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Tutors and tutoring"

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Velasco, Jonathan B., and Marilyne Stains. "Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students." Chemistry Education Research and Practice 16, no. 4 (2015): 856–68. http://dx.doi.org/10.1039/c5rp00103j.

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It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.
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Bendjebar, Safia, Yacine Lafifi, and Hamid Seridi. "Modeling and Evaluating Tutors' Function using Data Mining and Fuzzy Logic Techniques." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (April 2016): 39–60. http://dx.doi.org/10.4018/ijwltt.2016040103.

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In e-learning systems, the tutors play many roles and carry out several tasks that differ from one system to another. The activity of tutoring is influenced by many factors. One factor among them is the assignment of the appropriate profile to the tutor. For this reason, the authors propose a new approach for modeling and evaluating the function of the tutors. This technique facilitates the classification among tutors for adapting tutoring to student's problems. The component of the proposed tutor model is a set of profiles which are responsible for representing the necessary information about each tutor. A fuzzy logic technique is used in order to define tutor's tutoring profile. Furthermore, the K nearest neighbor algorithm is used to offer much information for each new tutor based on the models of other similar tutors. This new approach has been tested by tutors from an Algerian University. The first results were very encouraging and sufficient. They indicate that the use of fuzzy logic technique is very useful and estimate the adaptation of the tutoring process according to tutors' skills.
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Leung, Kim Chau. "An updated meta-analysis on the effect of peer tutoring on tutors’ achievement." School Psychology International 40, no. 2 (October 30, 2018): 200–214. http://dx.doi.org/10.1177/0143034318808832.

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Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors’ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors’ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-analysis software programme and SPSS macro for analyses. It was found that the weighted mean effect size was 0.43 ( p < 0.001). Moreover, the crucial parameters for optimizing the effectiveness of peer tutoring interventions are identified as follows: Tutees with low academic ability; tutors coming from secondary school; fewer tutor training sessions per week; shorter tutor training time per session; choosing mathematics as subject content; random assignment of tutees and tutors; structured peer tutoring; same-age non-reciprocal peer tutoring; same-sex dyad grouping; and more weekly tutoring sessions but longer tutoring time for each session.
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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 (October 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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Sihlangu, Sinenhlanhla Fortunate, and Bonginkosi Vincent Kheswa. "Physics tutors’ perspectives on tutoring before, during, and after the COVID-19 pandemic: A case study at a comprehensive South African university." Pedagogical Research 8, no. 2 (April 1, 2023): em0155. http://dx.doi.org/10.29333/pr/12866.

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The research investigates the experience of physics tutors at a comprehensive South African university during online and hybrid learning because of the COVID-19 pandemic. A questionnaire was filled in by 12 tutors from a department of physics. The findings were that the tutors could manage tutoring large numbers of students in the online space and hybrid space. The tutors could manage tutor-to-student ratios of 1:200. More than 50% of the tutors found it difficult to adjust to e-tutoring and the main cause of this was unstable internet connectivity. More students were present for online tutorials than face-to-face tutorials but there was little active participation from students. The major challenge that tutors face with face-to-face tutoring is disruptive behavior from students during the tutorial sessions.
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Imtiaz, Asif. "Exploring Factors Influencing Satisfaction of the University Students Who Work as Private Tutors." International Education Studies 11, no. 5 (April 27, 2018): 133. http://dx.doi.org/10.5539/ies.v11n5p133.

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Private Supplementary Tutoring (PST) have attracted enormous attention in recent days. Bangladesh experiences both forms of PST – formal and informal. There is a considerable amount of research based on the demand-side of PST. The tutors, who are the suppliers of PST in the market, are the center of attention in this paper. The forces that affect the satisfaction of a tutor from providing tuition have been investigated here through factor analysis and stepwise regression. Analyzing a set of tutors from University of Dhaka, tutoring environment and financial independence are found to have a positive relationship with the satisfaction level of a tutor. Transportation costs as well as disadvantageous factors of tutoring as in wasting productive time, hampering academic results, lack of recreation pull the level of satisfaction down. Tutors are thought to be self-concentrated since result and improvement of the tutees are absent from the formulation of their satisfaction. Driving a wedge of fellow feeling between tutors and tutees will enhance the quality of education.
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Chapman, Elaine, and David Leach. "Classwide Peer Tutoring: A Comparison of “Tutor Huddle” and Teacher-Directed Procedures." Australian Educational and Developmental Psychologist 8, no. 2 (November 1991): 2–7. http://dx.doi.org/10.1017/s0816512200026432.

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ABSTRACTA 12-week classwide peer tutoring program in multiplication based on the “tutor huddle” procedure was compared with a conventional teacher-directed procedure. Two sixth-grade classes (n=52) were divided into higher and lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.
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Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.

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The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.
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Houghton, Stephen, and Ted Glynn. "Peer Tutoring of Below Average Secondary School Readers Using Pause, Prompt, and Praise: The Successive Introduction of Tutoring Components." Behaviour Change 10, no. 2 (June 1993): 75–85. http://dx.doi.org/10.1017/s0813483900005568.

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Five tutor-tutee pairs of 13-year-old students who were below average in reading participated in a program of remediated reading using the Pause, Prompt, and Praise procedures. Whereas previous research has shown that these procedures can be learned concurrently by peer tutors, this study showed that the procedures can also be learned successively. Data indicate that the five tutors readily learned to implement all components of the procedure, and that both tutors and tutees made major gains in reading accuracy and comprehension.
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González-Benito, Ana, Consuelo Vélaz-de-Medrano Ureta, and Esther López-Martín. "La tutoría en educación primaria y secundaria en España: una aproximación empírica//Tutoring in primary and secondary education in Spain: an empirical approach." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 2 (December 10, 2018): 105. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23156.

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RESUMEN En el presente artículo se proporciona una panorámica actualizada del sistema de tutoría en Educación Primaria y en Educación Secundaria Obligatoria establecido en España, a partir del análisis de diferentes factores como son: el tiempo dedicado a las tareas asociadas a la tutoría, la cobertura de la tutoría, los obstáculos para dar respuesta a las necesidades de tutoría, el nivel de satisfacción y el reconocimiento del trabajo como tutor y la coordinación entre tutores. Para ello, se lleva a cabo un estudio descriptivo mediante encuesta, en el que participan un total de 6658 directores, tutores y orientadores. Los sujetos fueron seleccionados a partir de un muestreo aleatorio proporcional al tamaño de las sub-poblaciones de cada Comunidad Autónoma. Los resultados muestran cómo los tutores dedican mayor tiempo a aquellas tareas relacionadas con el tránsito entre niveles educativos, la atención al alumnado con necesidades de apoyo y la mejora de la convivencia en el centro. Los profesionales encuestados consideran que las necesidades de tutoría, en general, están cubiertas, pero los tutores consideran que su trabajo se valora de modo diferente por el equipo directivo, el profesorado, los estudiantes y las familias en función de la etapa educativa. ABSTRACT This article provides an updated overview of the system of tutoring in Primary Education and Obligatory Secondary Education established in Spain, based on the analysis of different factors such as: time spent on tasks associated with tutoring, tutorial coverage, obstacles to respond to tutoring needs, the level of satisfaction and recognition of work as a tutor and coordination among tutors. To this end, a descriptive study is carried out through a survey, involving a total of 6658 directors, tutors and counselors. Subjects were selected from a random sampling proportional to the size of the sub-populations of each Autonomous Community. The results show how tutors dedicate more time to those tasks related to transit between levels of education, attention to students with support needs and improvement of coexistence in the center. The professionals surveyed consider that tutoring needs in general are covered, but the tutors consider that their work is valued differently by the management team, teachers, students and families depending on the educational stage.
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Dissertations / Theses on the topic "Tutors and tutoring"

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Tong, Sui-leung Thomas. "Education as a commodity : private tutoring in Hong Kong and Taipei /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24839863.

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Langor, Gemma. "Peer tutoring, what are its benefits to the tutor? : tutors' perceptions of a peer tutoring experience in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55517.pdf.

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Ploehs, John Ralph. "The Literacy Benefits of Middle School Tutors who Tutor Emergent Readers." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1248100485.

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Eleftheriou, Maria. "An exploratory study of a Middle Eastern writing center : the perceptions of tutors and tutees." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10263.

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This thesis presents the findings of a study of writing center tutorial practices in a Middle Eastern university where the language of instruction is English. Data from stimulated recall activities, written observations, and interviews were analyzed to answer the following research questions: 1. How do tutees perceive the effectiveness of writing center tutorials? 2. How do tutors perceive the effectiveness of writing center tutorials? 3. Which type of tutoring approach do tutees find more effective? 4. Which type of tutoring approach do tutors find more effective? The data revealed that tutees noticed an improvement in their assignments, believed that their concerns had been addressed, and that they had acquired transferable skills. Most tutees assessed their tutors positively, valuing tutors who inspired confidence and were able to explain concepts clearly. Although tutees appreciated knowledgeable tutors, they valued egalitarian peer-tutoring relationships. Tutors reported that tutorial sessions improved their tutees' assignments and that tutees had acquired transferable skills. Nevertheless, tutors were critical of their own performance. Some tutors admitted to lacking the knowledge necessary to explain certain writing concepts, including grammatical concepts; some felt they dominated the tutorials; and others felt their approach was too directive. The data revealed that both tutors and tutees preferred the directive approach for lower order concerns and a non-directive approach for higher order concerns. This study shows that diverse tutoring models that accommodate the background and experiences of Middle Eastern students, and their particular strengths and weaknesses, should be considered. It recommends tutorial training that emphasizes flexibility and recognizes the distinctive nature of each tutorial situation and the opportunity it presents to address the needs and expectations of individual students. These findings could signal a direction for the development of writing center pedagogy that focuses on the linguistically and culturally diverse students in the Middle East.
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Soboleva, Yelyzaveta. "The Effects of Nursing School Peer Tutoring on Tutors." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/567.

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An integrative review was used to examine the effects of being a tutor versus not being a tutor. The matrix method was used to guide the research process, to identify articles that met the inclusion criteria, and to reduce data into common topics of peer tutoring. The results of the integrative review yielded 20 articles and suggested that students in the position to assist others are more confident in communicating in groups and have higher knowledge in the subject they help with than their fellow peers. The literature showed that students in the position to assist others have defined personal and professional standards and leadership skills. However, there is little research on the benefits of being a tutor when compared with the benefits tutees obtain from coming to tutoring sessions. More research is needed to examine the effects of being a tutor. More specifically, there are no studies where the skills of nursing student tutors are compared with nursing student non-tutors. In this study, the researcher created a survey to evaluate nursing student tutors and non-tutors, their communication and leadership skills, as well as their personal and professional growth. Focus groups were created to provide tutors a means of discussing the personal and professional impact that tutoring has had on them. The study results indicated that tutors have decreased nervousness in public speaking, have higher confidence in their communication skills, share their life experiences to help others more often, and readily reach out to instructors and other tutors for assistance.
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Cadavid, Mauricio. "LITERACY TUTORING STRATEGIES OF AMERICA READS UNIVERSITY-LEVEL TUTORS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/464.

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The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.
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Tong, Sui-leung Thomas, and 唐瑞良. "Education as a commodity: private tutoring inHong Kong and Taipei." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962610.

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Winter, Stephen John. "Tutor supervision, tutoring behaviours and outcomes in peer tutored paired reading." Thesis, Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14473239.

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Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.

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The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.
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Tseng, Li-chen Jackie. "Private supplementary tutoring at the senior secondary level in Taiwan and Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057866.

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Books on the topic "Tutors and tutoring"

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Hock, Michael F. Strategic tutoring. Lawrence, KS: Edge Enterprises, 2000.

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Peter, Orli. Toward a tutoring model. Santa Monica, CA: Rand, 1987.

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C, Hughes John, and BP Educational Service, eds. Tutoring: Students as tutors in school. Alton: BP Educational Service, 1991.

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Tansel, Aysıt. Private tutoring expenditures in Turkey. Bonn, Germany: IZA, 2004.

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Sirotkin, S. F. Tʹi︠u︡torstvo v universitetskom diskurse. Izhevsk: Udmurtskiĭ gosudarstvennyĭ universitet, 2010.

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Lublin, Jaqueline. Conducting tutorials. Kensington, N.S.W: Higher Education Research and Development Society of Australasia, 1987.

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Chatzētegas, Giōrgos K. Hē anatropē tou hellēnikou mythou: To ideogramma henos phrontistē. Athena: Ekdotikos Organismos Livanē, 2008.

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Beverley, Hirst, ed. Peer tutoring: A guide to learning by teaching. London: Kogan Page, 1989.

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Sakurai, Chieko. Shimin shakai no katei kyōiku. Tōkyō: Shinzansha Shuppan, 2005.

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Jokić, Boris. U sjeni: Privatne instrukcije u obrazovanju Hrvatske. Zagreb: Institut za društvena istraživanja, 2007.

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Book chapters on the topic "Tutors and tutoring"

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.
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Woolf, Beverly Park. "Social and Caring Tutors." In Intelligent Tutoring Systems, 5–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6_5.

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Olney, Andrew M., Sidney D’Mello, Natalie Person, Whitney Cade, Patrick Hays, Claire Williams, Blair Lehman, and Arthur Graesser. "Guru: A Computer Tutor That Models Expert Human Tutors." In Intelligent Tutoring Systems, 256–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_32.

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Mitrovic, Antonija, Pramuditha Suraweera, Brent Martin, Konstantin Zakharov, Nancy Milik, and Jay Holland. "Authoring Constraint-Based Tutors in ASPIRE." In Intelligent Tutoring Systems, 41–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_5.

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Johnson, Matthew, and Tiffany Barnes. "Visualizing Educational Data from Logic Tutors." In Intelligent Tutoring Systems, 233–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_29.

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Weerasinghe, Amali, and Antonija Mitrovic. "Studying Human Tutors to Facilitate Self-explanation." In Intelligent Tutoring Systems, 713–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_77.

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D’Mello, Sidney, Patrick Hays, Claire Williams, Whitney Cade, Jennifer Brown, and Andrew Olney. "Collaborative Lecturing by Human and Computer Tutors." In Intelligent Tutoring Systems, 178–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_18.

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Rivers, Kelly, and Kenneth R. Koedinger. "A Canonicalizing Model for Building Programming Tutors." In Intelligent Tutoring Systems, 591–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_80.

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Martin, Brent, and Antonija Mitrovic. "Automatic Problem Generation in Constraint-Based Tutors." In Intelligent Tutoring Systems, 388–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_42.

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Lepper, Mark R., and Ruth W. Chabay. "Socializing the Intelligent Tutor: Bringing Empathy to Computer Tutors." In Learning Issues for Intelligent Tutoring Systems, 242–57. New York, NY: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-6350-7_10.

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Conference papers on the topic "Tutors and tutoring"

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Okoro, Chioma Sylvia, and Nelson Bakali Phiri. "Institutional influencers and support for tutoring in a South African higher education institution." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16361.

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Tutoring contributes to student performance. However, the institutional factors that affect tutoring effectiveness have been explored to a limited extent. This study assessed institutional factors affecting tutors’ effectiveness and support strategies to improve their function. Interview data among twenty tutors in the Business and Economics faculty in a higher education institution in South Africa was analysed using inductive thematic analysis to output themes emerging from the data. Findings revealed that technical issues, unclear instructions, inadequate resources and training influenced tutors’ performance. Regular engagement/communication, tutor workshops, training tailored to specific tutors’ needs and challenges, timely provision of tutorial materials, incentives and supporting infrastructure could improve tutors’ effectiveness. The findings are beneficial to higher education stakeholders in developing measures to ensure effective tutoring for students. There is scope for future studies on the same topic to elicit views when tutoring is conducted face-to-face as this study was impacted by the covid-19 pandemic.
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Alves, Anabela C., Francisco Moreira, Celina P. Leão, and Senhorinha Teixeira. "Tutoring Experiences in PBL of Industrial Engineering and Management Program: Teachers vs Students." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71306.

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Teamwork tutors are one of the characteristic elements of the Project-Based Learning (PBL) methodology. PBL is considered to be an active learning methodology that involves the students in their own learning, by promoting the development of a large interdisciplinary project. The project runs typically over one full semester, or longer, and it is supported by a number of Project Supporting Courses (PSC) that teach and also applies its own contents aligned with project objectives. A set of activities, tasks and milestones are planned for each team so that the project objectives are accrued, with the aid of a tutor that follows the normal development and reports on its progress. This paper discusses the role of the tutor from both sides: students’ and teachers’ tutors, and students in their first year of the Integrated Master in Industrial Engineering and Management program at the University of Minho. A total of thirteen tutors (four teachers and nine third year students) tutored six teams of students. Two on-line questionnaires were used to collect: 1) the perspectives of the tutored students with a total of 38 questions; 2) the perspectives of the tutors with a total of 22 questions. It was interesting to note that almost all students that answered to the questionnaire enjoyed having an older student tutoring them. The students’ tutors also enjoyed and they all had a good tutorship experience, being a special opportunity to help the first year colleagues.
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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.

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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
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Smangele Ntuli, Cynthia, and Mishack Gumbo. "Africanisation of Tutor Support in Open Distance Learning [Abstract]." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5158.

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Aim/Purpose. This phenomenological qualitative study explores the views of Unisa students and tutors on the Africanisation of tutor support in Open Distance Learning by taking the African worldview of students into account. Background. Tutor support is a widely used phenomenon in different spheres of education including institutions of higher learning to promote equity of access and fair chances of success for all. The University of South Africa (Unisa) is making a concerted effort to support its students by providing various programmes to enhance the success and this includes tutorial support. However, the tutor support being offered lacks African perspectives and approaches. Methodology. A qualitative phenomenological design was used in this study. Data were collected through face-to-face (F2F) interviews from the tutors who teach the students and students at Unisa regions. Data was also collected through focus groups from the students. Contribution. Africanising tutor support will contribute toward the Africanising of the academic project that Unisa has started to implement from a transformation point of view. Findings. The findings showed that a lot still needs to be done to transform tutor support at Unisa by ensuring the inclusion of African cultural perspectives and approaches in tutor support to suit the majority of African students who are enrolled at Unisa. Recommendations for Practitioners. Africanisation should not only be confined to the academic programmes but primary lecturers, who are represented by tutors in the regions, and the tutors, should transform tutor support to suit the teaching of the modules from the programmes. Recommendations for Researchers. The findings of the study can inspire further research on Africanisation of tutor support considering the Africanisation of the academic project that Unisa is embarking on. Impact on Society. The findings of the study could increase the interest of African students in learning by making not only the programmes relevant to their worldview but tutor support as well. Future Research. The study can trigger future research on the impact of students’ culture on guided learning and tutor-student interaction as far as tutoring is concerned.
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Sulcic, Viktorija, and Alja Sulcic. "Can Online Tutors Improve the Quality of E-Learning?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3077.

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In the paper we tried to present online tutoring as a solution to quality issues of e-leaming that e-leaming providers from all over the world are facing. We also briefly presented different roles of online tutors and the skills needed to perform these roles successfully. The online tutoring system was introduced to support students of e-learning courses at our faculty. Through various researches we tried to ascertain the impact online tutors have on student activity and study success. Our researches showed that tutors can improve study outcomes (although not so much students’ grades) and that their activity is well accepted by students (especially part-time students). Finally, we tried to combine all of our findings in a model for online tutoring that tries to identify the key elements and skills tutors need for an efficient support of e-learning delivery.
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Almasan, Beatrice, Unknown Unknown, and Maria Alexe. "TUTORING AND PSYCHOPEDAGOGICAL SUPPORT FOR STUDENTS IN LONG DISTANCE LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-170.

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This paper work has as a practical background the experience accumulated as tutors and mangers of the CREDIS - The Distance Learning Department of Bucharest University. Its aim is to present some best practices from this institution. The correlation and interaction between teaching-learning-assessment lead to a study, which submit to present the importance of the tutoring and psycho-pedagogical support to personal and professional developing of the students enrolled in long distance learning. The training activities, the teachers constant concern to provoke students interest, reasons and desires and the tutors role to touch up the students mental abilities and not only are important aspects concerning the department activity: Distance learning system is an educational program which provides specific resources having clearly designed characteristics; It is a programme in which neither students and academic staff, nor students and their peers do not have to stay together in order to develop an educational process. Communication among students and between students and tutors takes place through dual band communication channels, in virtual environment; The application of the theory to practice and challenge the change of what exist in what should exist, are the undertakings by the tutors in long distance learning, it cancers, the students engagement in new experiences of learning. Throughout this process students need to have psychological support, stimulation, and guidance, improvement-developing of the educational process, research and innovation. The main research question refers to the importance of theoretical support and the balance between theory and best practices. Consequently the methodological approach refers to literature in the domain, empirical research as well as the design of the ideal profile of a group manager. The analysis is supported by a brief overview of CREDIS experience as examples for best practices. By this study case we will disclose also the transition from education to self-education, from training to self-training, with the tutor being all this time the assistance for developing.
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Quoc Luong, Bao, Hang Thi Thu Tran, and Nguyet Thi Minh Nguyen. "Online Peer Tutoring in Online English Courses: Perceptions of Tutors and Tutees." In ICEDS'22: 2022 3rd International Conference on Education Development and Studies. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3528137.3528144.

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de Almeida, Maria, and Sydelle de Souza. "Tutoring EFL Students in Portugal: Rethinking writing center methodology." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.

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The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. Therefore, EFL writing centers should harbor a flexible methodology wherein addressed concerns are context-dependent and constantly renegotiated during writing sessions, which could have pedagogical implications in the EFL classroom.
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Leyva Picazzo, Fabiola, Rafael Córdoba Del Valle, Dolores Vázquez Trujillo, Adriana Margarita González Márquez, José Antonio Castro Zapata, Dulce María Betancourt Trevedhan, César Augusto Severino Parra, and José Rodríguez Bolaños. "GOOD PRACTICES APPLIED IN E-TUTORING FOR UNIVERSITY TUTORS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2207.

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Ruda, Albert. "TUTORING WITHOUT TUTORS. AN EXPERIENCE AT THE FACULTY OF LAW." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0818.

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Reports on the topic "Tutors and tutoring"

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

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The authors partnered with school districts, tutoring providers, and quarterback organizations that support implementation of high-impact tutoring across districts in the United States to learn from their efforts in implementing tutoring. This cross-district implementation study shares a snapshot of lessons learned about common barriers to implementing highly-effective programs and the ways that districts have overcome these barriers with success. Interviewees included administrators, teachers, tutors, and other program staff from nine school districts and one charter management organization, seven tutoring providers, and six quarterback organizations that support implementation across districts. One finding is that funding and belief in the potential of tutoring are two key facilitators for the implementation of high-impact tutoring. Moreover, some of the challenges identified are related to tutor recruitment and training, data use, the scheduling of tutoring during the school day, student attendance and school-level buy-in.
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Dorna, Guadalupe, and Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005110.

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This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the City of Buenos Aires. The matching estimator identifies an average impact of tutoring for the treated group of 0.15 standard deviations in academic performance, which is statistically significant at 15%. We also explore the relationship between the number of sessions completed by students and the level of commitment of caregivers and tutors serving such students, showing that tutors' commitment is a significant predictor of completed sessions by students. Finally, we provide some recommendations for scaling up in Argentina and the region.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Aguerrondo, Inés, and María Cortelezzi. El reto de escalar programas de tutorías. Banco Interamericano de Desarrollo, October 2023. http://dx.doi.org/10.18235/0005225.

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Este documento realiza un analisis de antecedentes y revisa experiencias de programas para presentar buenas practicas y referencias relevantes a ser consideradas por otras organizaciones y actores que, en diferentes espacios de la region, esten llevando adelante esfuerzos por acercar tutorias a ninas, ninos y adolescentes para que puedan acceder a oportunidades de aprendizaje y desarrollo. El estudio tiene como principal hallazgo la importancia de incorporar la perspectiva de escala a los programas desde sus cimientos, delineando y fortaleciendo procesos clave para la implementación de las tutorías y que, a su vez, habiliten, procesos de escalamiento. Fruto del análisis realizado se destacan algunas estrategias para hacer viable el escalamiento como: crear un vínculo entre el diseno y la ejecucion, generar incentivos en pos de la continuidad de participacion de los tutores, fomentara el trabajo colaborativo con los equipos docentes, la construccion participativa de una estrategia publica a largo plazo, incluir sistemas de informacion para el seguimiento y comunicacion entre los actores, entre otras.
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Ryder, Joan M., Jennifer l. DePaul, Wayne W. Zachary, and Vassil Iordanov. Automated Tutoring Environment for Command (ATEC): Using an Intelligent Tutor to Model Expert Mentor Interactions. Fort Belvoir, VA: Defense Technical Information Center, March 2002. http://dx.doi.org/10.21236/ada400648.

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, February 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as pedagogical support provided to students at UAC. We analyzed the choice made at UAC to promote blended learning. We conducted in-person interviews with students, faculty, and staff and held a focus group with selected students. We collected information about what is being done regarding e-learning and users' perceptions and requested their needs for an optimal learning environment. We found that UAC does not have optimal conditions to provide quality e-learning to students. Many do not have access to devices (laptops, smartphones, or tablets) or a quality Internet connection. Faculty members still seek training, even if some have received Instructional Design and Pedagogy training from Arizona State University. Students and faculty members also express a need to receive coaching, tutoring, and pedagogical support from the technical staff, which are in a low number (only 3 in charge of supporting e-learning at the whole university). Based on this, we recommended that UAC: 1) develop a better material learning environment for students, faculty members, and staff through the acquisition of devices and improvement of the Internet connection, 2) provide training to students on how to learn online, and 3) develop staff capabilities to coach, tutor and support students and faculty members on the integration of e-Learning in academic practices.
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A importância do feedback ativo da tutoria em cursos de Pós-graduação lato sensu a distância. NPT Educacional, November 2015. http://dx.doi.org/10.17699/workshopnpt.13.1.

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