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Journal articles on the topic 'Tutors and tutoring'
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1
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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Huang, Rui, Wichian Intarasompun, and Nuttamon Punchatree. "Identity Development: Analyzing the Professional Identity of After-school Tutors in China's Competitive Private Education Sector." Journal of Advances in Humanities Research 2, no. 4 (December 28, 2023): 30–38. http://dx.doi.org/10.56868/jadhur.v2i4.193.
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After-school tutoring has grown rapidly in China, employing millions of tutors. However, little research explores these tutors' professional identity development. This study aims to understand the factors shaping tutors' professional identity in Nanning's private tutoring sector. In-depth semi-structured interviews were conducted with 10 experienced tutors in Nanning selected through purposive sampling. The interview questions explored four dimensions of professional identity and influencing factors. Transcripts were analyzed using qualitative coding techniques. Major Findings show that Tutors' professional identity is shaped by their values, academic background, relationships, and work context. Passion for teaching competes with business priorities. Role confusion and lack of belonging challenge identity. Clear expectations, training, and institutional support are needed. The study concludes that by analyzing tutors' identity formation, this study provides insights into strengthening the tutoring profession. Regular training programs, positive student-tutor relationships, and a supportive work environment can enhance tutors' professional identity. Findings inform policies on tutor development in China's expanding private tutoring industry.
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Son, Ye Ji, and Jeongmin Lee. "Exploring the Challenges Faced by Tutors for a University Tutoring Chatbot Design." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 11 (June 15, 2024): 659–78. http://dx.doi.org/10.22251/jlcci.2024.24.11.659.
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Objectives The purposes of this study were to investigate the challenges faced by tutors in a tutoring program and provide insights for the development of chatbots intended to assist tutors. Methods This study employed the data-triangulation method. 9 tutors from College of Education in the metropolitan area were interviewed about the difficulties they encountered at various stages of the tutoring program. In addition, video recordings of tutoring sessions and previous research on the challenges tutors face were collected and analyzed. The interview data in this study were categorized using Creswell's qualitative research analysis and were validated by comparing the analysis of the tutoring videos and the previous research. Results Tutors encountered various challenges both when at the beginning and during the tutoring program which can be divided into three phases: preparation, activity, and reflection. Initially, tutors faced challenges in their instructional role, particularly as learning process guides. Sencond, tutors also encountered difficulties in their instructional role during preparation. Third, during activity procession tutors also experienced challenges in instructional role. Furthermore, they have problem with social role and administrative role as learning manager. Finally, during reflection, tutors encountered difficulty in their administrative role as organizational manager. These findings have implications for tutor support chatbot design. Conclusions This study categorized the difficulties experienced by tutors based on the time process of the tutoring program and role of the tutor. Based on these results, this study provides implications for designing a chatbot to assis tutors in resolving their challenges.
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Ososky, Scott, Michael Dorneich, Stephen B. Gilbert, Benjamin Goldberg, Cheryl I. Johnson, and Anne M. Sinatra. "The Future of Adaptive Tutoring: Wrangling Complexity across Domains, Applications, and Platforms." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 1985–89. http://dx.doi.org/10.1177/1541931213601992.
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The purpose of this panel is to discuss current directions in research and design of adaptive tutoring, and the need for a method to uniformly describe tutors within this growing field. Discussions will focus on the increasing complexity of individual tutors, as well as how tutors could be categorized through identification of relevant, constituent parts. A standardized taxonomy would provide the foundation for establishing a quantifiable metric of complexity, which could then be used to compare vastly distinct tutors to one another. Applications of such a metric also include evaluating tutor effectiveness with respect to learning outcomes, comparing capabilities / usability of different adaptive tutor authoring tools, and providing more accurate estimates of the time required to develop an hour of tutoring. Individual elements of tutoring to be discussed within the context of this framework include team tutoring, psychomotor tutoring, multi-platform architectures, personalized tutoring, and authoring complexity.
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M., Marieswari, and Prema N. "Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT." English Language Teaching 9, no. 11 (September 27, 2016): 1. http://dx.doi.org/10.5539/elt.v9n11p1.
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<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test marks of both control and experimental group were analyzed by using ‘t’ test. The result revealed that, the experimental group students (both tutors and tutees) exhibited a remarkable improvement in learning who received the content through peer tutoring than the control group students who were taught by the researcher through traditional way of teaching.</p>
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Huang, Chiung Wei, Jay Yu Liao, Chia Sui Wang, and Zhi Yuan Su. "An Analysis of the Performance of Synchronous Online English Tutoring." International Journal of Online Pedagogy and Course Design 10, no. 2 (April 2020): 21–36. http://dx.doi.org/10.4018/ijopcd.2020040102.
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One-on-one online tutoring offers equal chances, provides learning resources, and enhances learning performances for students in remote areas. This study examined the effects of learning and teaching during online English tutoring. A total of ten online tutees, ten online tutors and on-site supervisors participated in the study. Research data included video recordings of the teaching, the online tutors' tutoring journals, the supervisors' journals, and the logs of online English tutoring. Quantitative and qualitative research methods were both used to analyze the data. The study found that online tutees were usually in good moods; they were highly focused, and their learning effects were excellent. Online tutors were always fully prepared with their English teaching materials and they interacted well with online tutees. Online tutors and online tutees both went online on schedule. Overall, the effects of learning and teaching during online English tutoring were effective and helpful.
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Chantaraphat, Yossaphat, and Natjiree Jaturapitakkul. "Use of Peer Tutoring in Improving the English Speaking Ability of Thai Undergraduate Students." rEFLections 30, no. 3 (November 1, 2023): 826–49. http://dx.doi.org/10.61508/refl.v30i3.268771.
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This paper aims to explore how higher proficiency students delivered peer tutoring programs to help improve lower proficiency students’ speaking ability and build up their confidence in English speaking due to limited research studies on peer tutoring, especially in Thailand. Three groups of fourth-year undergraduates, each consisting of a high proficiency user of English as a tutor and three lower proficiency users, participated in the study. Video recordings of each tutoring session, the tutors’ record forms, semi-structured interviews and speaking tests were implemented as research instruments. All data were analyzed quantitatively and qualitatively through thematic analysis. The findings showed that a peer tutoring program can enhance the tutees’ speaking ability and assist them in gaining more confidence in speaking. Also, the results revealed that the tutees could obtain higher scores in the post-test by applying some of the tutor’s techniques. The tutoring sessions helped them learn how to form full sentences and anticipate possible test content, and encouraged them to be willing to speak. This paper suggests that peer tutoring can be promoted either inside or outside the classrooms so as to improve the speaking ability and confidence for low proficiency students
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Kim, Hyein Amber. "Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study." International Journal of Higher Education 11, no. 5 (September 29, 2022): 199. http://dx.doi.org/10.5430/ijhe.v11n5p199.
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This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners’ needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study’s results can serve as valuable data for creating, growing, and improving Korean language tutoring programs at universities. Peer tutoring can be a useful tool for enhancing the effectiveness of Korean language education at universities, especially as Korean language learners increase.
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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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Jamil, Patmawati Halim, and Hasanuddin. "Tutor Competence in Online-Learning Service within Distance Education." Didaktika: Jurnal Kependidikan 13, no. 2 (May 3, 2024): 1671–82. http://dx.doi.org/10.58230/27454312.464.
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The online learning landscape in the Elementary Teacher Education (PGSD) program at Universitas Terbuka Makassar poses significant challenges for tutors, requiring them to adapt to new pedagogical approaches and technologies. This study investigates the competence of tutors in facilitating synchronous online-learning tutoring (Tuweb UT) and asynchronous Learning System Management (LMS) through Silayar UT, which integrates an independent learning program into online platforms. The study examines the tutors' social, strategic, and ethical competence in managing online classes, with a focus on their preparation, planning, and interaction with students. The study uses an ex post facto design with descriptive statistics, analyzing data from 185 tutors in 340 online classes within the undergraduate PGSD program during the 2022 registration term. The findings highlight the tutors' ability to prepare and plan for online tutoring, deploy the tutoring unit (SAT) as a learning service scheme, and incorporate relevant competencies and module characteristics into their tutoring mode. The study also shows that tutoring assignments are given in accordance with competence and that active engagement in Webinar UT and LMS (Silayar UT) is high, with attendance averaging 93.03%. The results indicate that tutors are competent in preparing and planning for online tutoring, incorporating online platforms into their experiences, and fostering active interaction with students, which in turn supports the completion of students' academic trajectories. The study's implications for online learning practices are significant, highlighting the importance of tutor competence in navigating the challenges of online education. Recommendations for further research include exploring the impact of tutor competence on student outcomes and investigating the role of technology in enhancing tutor-student interaction.
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·, Su Hyun Lee, Woo Taek Jeon, and Eun Bae Yang. "A Peer Tutoring Program Introduction and Effects Analysis in Medical College." Korean Medical Education Review 14, no. 2 (October 31, 2012): 86–94. http://dx.doi.org/10.17496/kmer.2012.14.2.086.
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This study was conducted to analyze the effects of peer tutoring programs and to introduce the peer tutoring program in medical College. Forty medical students participated in the study and data were collected through surveys and interviews. Through the interviews, we investigated the peer tutoring experiences of tutors and tutees, and what they perceived that they accomplished. Correlation analysis was conducted to investigate the tutoring process variables that affect the academic achievement of tutees. It was found that tutors and tutees reported achievements in the schoolwork, relationships, and emotional aspects.
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Cochran, Lessie, Hua Feng, Gwendolyn Cartledge, and Sheri Hamilton. "The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders." Behavioral Disorders 18, no. 4 (August 1993): 292–302. http://dx.doi.org/10.1177/019874299301800402.
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Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.
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Urbina Nájera, Argelia B., and Jorge De la Calleja. "Selección de tutores académicos en la educación superior usando árboles de decisión." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 1 (December 27, 2018): 108. http://dx.doi.org/10.5944/reop.vol.29.num.1.2018.23297.
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RESUMEN En este documento se presenta un método para mejorar el proceso de tutoría académica en la educación superior. El método incluye a identificación de las habilidades principales de los tutores de forma automática utilizando el algoritmo árboles de decisión, uno de los algoritmos más utilizados en la comunidad de aprendizaje automático para resolver problemas del mundo real con gran precisión. En el estudio, el algoritmo arboles de decisión fue capaz de identificar las habilidades y afinidades entre estudiantes y tutores. Los experimentos se llevaron a cabo utilizando un conjunto de datos de 277 estudiantes y 19 tutores, mismos que fueron seleccionados por muestreo aleatorio simple y participación voluntaria en el caso de los tutores. Los resultados preliminares muestran que los atributos más importantes para los tutores son la comunicación, la autodirección y las habilidades digitales. Al mismo tiempo, se presenta un proceso de tutoría en el que la asignación del tutor se basa en estos atributos, asumiendo que puede ayudar a fortalecer las habilidades de los estudiantes que demanda la sociedad actual. De la misma forma, el árbol de decisión obtenido se puede utilizar para agrupar a tutores y estudiantes basados en sus habilidades y afinidades personales utilizando otros algoritmos de aprendizaje automático. La aplicación del proceso de tutoría sugerido podría dar la pauta para ver el proceso de tutoría de manera individual sin vincularla a procesos de desempeño académico o deserción escolar.ABSTRACTIn this paper, we present a method for the tutoring process in order to improve academic tutoring in higher education. The method includes identifying the main skills of tutors in an automated manner using decision trees, one of the most used algorithms in the machine learning community for solving several real-world problems with high accuracy. In our study, the decision tree algorithm was able to identify those skills and personal affinities between students and tutors. Experiments were carried out using a data set of 277 students and 19 tutors, which were selected by random sampling and voluntary participation, respectively. Preliminary results show that the most important attributes for tutors are communication, self-direction and digital skills. At the same time, we introduce a tutoring process where the tutor assignment is based on these attributes, assuming that it can help to strengthen the student's skills demanded by today's society. In the same way, the decision tree obtained can be used to create cluster of tutors and clusters of students based on their personal abilities and affinities using other machine learning algorithms. The application of the suggested tutoring process could set the tone to see the tutoring process individually without linking it to processes of academic performance or school dropout.
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Aravind, Vasudeva Rao, and Craig Refugio. "Efficient learning with intelligent tutoring across cultures." World Journal on Educational Technology: Current Issues 11, no. 1 (February 6, 2019): 30–37. http://dx.doi.org/10.18844/wjet.v11i1.3984.
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Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries—USA and Philippines—were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.
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Kang, Myunghee, Sujie Lee, Minjeong Kim, and Minji Kim. "The Impact of Tutors’ Domain and Teaching Expertise on Medical Students’ Learning Outcomes in a PBL Environment." Korean Medical Education Review 13, no. 2 (December 31, 2011): 9–23. http://dx.doi.org/10.17496/kmer.2011.13.2.009.
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T his study aimed to investigate the effects of tutors’ domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors’ domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors’ domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors’ domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.
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Aravind, Vasudeva Rao, and Craig Refugio. "Efficient learning with intelligent tutoring across cultures." World Journal on Educational Technology: Current Issues 11, no. 1 (February 11, 2019): 30–37. http://dx.doi.org/10.18844/wjet.v11i1.4007.
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Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries—USA and Philippines—were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.Keywords: Intelligent tutoring, physics education, engineering education, educational technology.
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Sand-Jecklin, Kari, and Stacy Huber. "Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program." Journal of Nursing Education and Practice 10, no. 2 (November 10, 2019): 55. http://dx.doi.org/10.5430/jnep.v10n2p55.
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Background and objective: Based on the limited literature, a formalized peer tutoring program was developed at the study institution’s School of Nursing to promote the success of academically at-risk students. The evaluation process was designed to guide program improvement as well as to contribute to the available literature related to peer tutoring in programs of nursing. The purpose of this study was to formally evaluate a newly developed formalized peer tutoring program for undergraduate nursing students, to inform other undergraduate nursing programs considering implementing a peer tutoring program.Methods: The peer tutoring program was evaluated using parallel post-experience surveys for tutors and tutees. Participants also completed a Learning and Studying Strategies Questionnaire, to determine if strategy use differed between the two groups.Results: There were no statistically significant differences in learning/studying strategies used by tutors and tutees, with both being predominantly superficial strategies. Tutors and tutees evaluated the tutoring program overwhelmingly positively. A few students did make suggestions for improvements in the payment system and suggested making tutoring more widely available.Conclusions: The formalized peer tutoring program is a valuable asset in promoting the academic success of undergraduate nursing students. Minor changes to the program have been made according to student suggestions.
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Wang, Xinran. "A Comparison of Experiences and Preferences Regarding Classroom and Tutoring Feedback among Chinese and Saudi Learners of English." Studies in English Language Teaching 5, no. 2 (May 10, 2017): 245. http://dx.doi.org/10.22158/selt.v5n2p245.
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<p><em>This report studies ESL tutoring feedback to Chinese and Saudi students. The objective is to research the reasons of feedback differences and similarities, which include previous and current English learning styles, habits, purposes for receiving tutoring, and evaluations of tutors. Faced with L2 learners who come from different cultural backgrounds, it is helpful for instructors and tutors to know L2 students’ previous English learning experiences in their home countries so that instructors and tutors can adjust teaching or tutoring for each student. In addition, students who speak the same L1 have common problems of English learning due to their L1. In this way, ESL tutors not only tutor English skills, but also promote cultural awareness. Meanwhile, knowing students’ cultural background is necessary to give tutoring for each L2 learner. The present study aims to explore L2 learners’ feedback from previous and current English learning experiences and will help L2 instructors and tutors to know some basic knowledge about two different language groups.</em></p>
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VORONTSOV, DMITRIY B., ANNA V. VORONTSOVA, SVETLANA S. GOLITSINA, NATALYA I. MAMONTOVA, MARIA S. PETROVA, and NATALYA B. TOPKA. "TUTOR SUPPORT FOR INTENSIVE FORMS OF STUDENTS’ JOINT ACTIVITIES." Cherepovets State University Bulletin 4, no. 103 (2021): 126–44. http://dx.doi.org/10.23859/1994-0637-2021-4-103-11.
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The article focuses on the problems of content, tasks, functions, difficulties in the practice of a tutor to support intensive forms of students’ joint activity. The authors offer their own interpretation of the concept of “intensive forms of education”, analyze their own experience of tutoring, applying the method of in-depth interviews. The article presents a view of the goals of education intensive forms, the tutor’s role and competencies while supporting a project intensive course, ways of training tutors, means of overcoming difficulties and increasing the tutors’ satisfaction from their own practices.
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Huang, Chiung Wei, and Eric Zhi Feng Liu. "The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring." International Journal of Online Pedagogy and Course Design 5, no. 3 (July 2015): 17–30. http://dx.doi.org/10.4018/ijopcd.2015070102.
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One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.
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Zheng, Binbin, and Zilu Wang. "Near-peer teaching in problem-based learning: Perspectives from tutors and tutees." PLOS ONE 17, no. 12 (December 14, 2022): e0278256. http://dx.doi.org/10.1371/journal.pone.0278256.
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Introduction This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum. Methods This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data. Results Our study found no difference between near-peer tutees’ and faculty tutees’ perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators. Conclusion Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.
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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen. "Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 105–23. http://dx.doi.org/10.1123/jtpe.22.1.105.
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Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.
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Raviolo, Paolo, Salvatore Messina, Irene Mauro, and Marco Rondonotti. "E-tutoring layout in higher education: skills and efficacy perception." Research on Education and Media 15, no. 1 (January 28, 2023): 80–87. http://dx.doi.org/10.2478/rem-2023-0011.
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Abstract The paper focuses on the topic of e-tutoring within the context of Higher Education. The research target is a framework for e-tutor role and skills in a higher education environment. The research began with a systematic review of the scientific literature with the aim of having a vision on the scientific landscape about the approach of universities to online tutoring and on the role and skills of tutors. Subsequently, to investigate more in depth, the research had a second phase with the use of a questionnaire divided into five sections, administered to two different figures of and tutors (disciplinary tutors and online tutors) of eCampus, in one of the online Italian universities. The discussion on the results investigates how important e-tutoring is for students’ online learning, especially as regards the pedagogical, organization and pastoral dimensions.
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Comfort, Paul, and John James McMahon. "The effect of peer tutoring on academic achievement." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 168–75. http://dx.doi.org/10.1108/jarhe-06-2012-0017.
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Purpose – The purpose of this paper is to determine the effects of peer tutoring on the academic achievement, during practical assessments, of the tutors and tutees. Design/methodology/approach – Final year students on an undergraduate Sports Science degree programme provided optional peer tutored practical sessions, once per week (two hours per session) for 12 weeks, for second year students on the same undergraduate programme. Students were then assessed on their ability to demonstrate, coach and explain a range of dynamic resistance exercises. Findings – A one way analysis of variance with Bonferroni post hoc analysis demonstrated a significantly greater academic achievement in the peer tutoring group (73.64±10.26 per cent) compared to students that were not peer tutored (46.20±20.27, p=0.003) and compared to the previous years’ cohort that were not peer tutored (56.83±19.18, p<0.001). Moreover, tutors also demonstrated significantly (p<0.001) higher grades (82.00±11.01 per cent) compared to the students that did not act as peer tutors (64.88±8.82 per cent). Practical implications – This study demonstrates that peer tutoring during practical sessions in Sports Science programmes can enhance the development of practical skills and achievement of both tutees and tutors during practical assessments. Originality/value – To the authors knowledge this is the first study to determine the effects of peer tutoring on both the tutors and tutees, in a Sports Science setting.
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Ademola, Raziya. "Current Challenges and Trends in Educational Tutoring." Journal of Education Review Provision 3, no. 3 (December 29, 2023): 109–14. http://dx.doi.org/10.55885/jerp.v3i3.317.
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This study explores the impact of tutorial tutoring on students' academic and career success. By employing thorough methodologies such as stratified random sampling, tool validation, and various statistical analyses like paired-samples t-tests, regression, ANCOVA, and Pearson correlational analyses, important findings have been revealed. Research suggests that engaging in tutoring sessions leads to notable improvements in academic performance, especially for college students who express higher levels of satisfaction with their tutors. Regression analyses indicate that tutoring hours, satisfaction with tutors, and educational progress are significant predictors of tutorial outcomes. Recognizing limitations and self-mentioned facts, the author emphasizes the importance of quality tutoring programs in meeting academic and career needs. Future studies should investigate longitudinal and qualitative processes to gain a deeper understanding of tutoring dynamics. Concluding, the analysis supports continued investment in impactful tutoring programs to enhance student academic achievement and career preparedness.
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Smolny, Anya. "Tutoring with the Vampire." Writing across the University of Alberta 4 (December 11, 2023): 27–36. http://dx.doi.org/10.29173/writingacrossuofa58.
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Attending a tutoring session can be challenging for students. In addition to general anxiety, cultural norms and bad experiences may deter students from pursuing tutoring. Additionally, if the experience is unpleasant, students may not return despite the potential benefits. Anxiety is detrimental to learning, so an anxiety-ridden student will not receive a fulfilling learning experience. Therefore, part of a tutor’s responsibility is ensuring their tutee has a positive tutoring experience in a comfortable environment that fosters genuine learning. However, how does a tutor provide a positive experience?“Tutoring with the Vampire” is a creative non-fiction short story highlighting how a tutor can create a good environment, looking at the benefits of breaking the ice, building rapport, and avoiding appropriation. The short story obeys the rule “show, don’t tell” as it strives to demonstrate that these are three beneficial things for tutors to consider while utilizing scholarly sources. In addition, the narrative prose shows the reader a positive tutoring experience, allowing the reader to envision the examples in a straightforward fashion.
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Bonner, Desmond, Stephen Gilbert, Michael C. Dorneich, Eliot Winer, Anne M. Sinatra, Anna Slavina, Anastacia MacAllister, and Joseph Holub. "The Challenges of Building Intelligent Tutoring Systems for Teams." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1981–85. http://dx.doi.org/10.1177/1541931213601451.
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Intelligent Tutoring Systems have been useful for individual instruction and training, but have not been widely created for teams, despite the widespread use of team training and learning in groups. This paper reviews two projects that developed team tutors: the Team Multiple Errands Task (TMET) and the Recon Task developed using the Generalized Intelligent Framework for Tutoring (GIFT). Specifically, this paper 1) analyzes why team tasks have significantly more complexity than an individual task, 2) describes the two team-based platforms for team research, and 3) explores the complexities of team tutor authoring. Results include a recommended process for authoring a team intelligent tutoring system based on our lessons learned that highlights the differences between tutors for individuals and team tutors.
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Fong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (August 29, 2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.
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<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>
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Rempel, Cassidy, and Helen Lepp Friesen. "Benefits and Challenges of Zoom Tutoring during the Covid-19 Pandemic." Discourse and Writing/Rédactologie 32 (November 13, 2022): 370–93. http://dx.doi.org/10.31468/dwr.961.
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This study aimed to evaluate the benefits and challenges of remote/online tutoring using Zoom software/platform at a Canadian university’s Writing Centre during the Covid-19 pandemic in 2020/21. In addition to gathering data on the benefits and challenges of online tutoring, this study also provided work and research experience for a Work-Study student in the host department. The study adopted a mixed methods quantitative and qualitative approach where the employed tutors and tutees that came to the Writing Centre that term were invited to complete a survey asking them about their experience with remote/online tutoring on Zoom. The results indicated that tutors expressed a high rate of satisfaction and preference for Zoom tutoring. In contrast, tutees, although appreciative of the convenience of Zoom tutoring, demonstrated preference for an in-person face-to-face method of tutoring. Some of the benefits of Zoom tutoring for both tutors and tutees were flexibility, working from a comfortable setting like home, not having to secure childcare, and zero commute time. Some of the challenges of Zoom tutoring included technical glitches, isolation from peers and colleagues, lack of motivation, and time zone difference challenges. Besides providing valuable information for the future delivery of Writing Centre services, this study also gave the Work-Study student indispensable experience in conducting primary research. This study received ethics approval from the University Human Ethics Research Board.
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Furterer, Sandra L., Kellie Schneider, Michael B. Key, Daniel Zalewski, and Michael Laudenberger. "Implementing lean six sigma and discrete-event simulation for tutoring operations in higher education institutions." International Journal of Lean Six Sigma 10, no. 4 (November 1, 2019): 909–27. http://dx.doi.org/10.1108/ijlss-08-2018-0084.
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Purpose The purpose of this study is to improve the utilization of walk-in tutors at the University of Dayton. Design/methodology/approach This paper discusses the application of mixed methods participatory action research with the use of the lean six sigma (LSS) define-measure-analyze-improve-control (DMAIC) methodology combined with discrete event simulation to improve the tutoring processes at the University of Dayton. Findings The impact of these improvements provided a great balance between tutor utilization and student wait time, and as a result, an increase in pay was negotiated for tutors. Additionally, two schools within the University, Engineering and Business, have seen the value of the tutoring for their students and have provided additional financial support for tutoring services. Specifically, these schools now have dedicated by-appointment tutors for their students. Originality/value Incorporating simulation within the LSS methodology provides a “prototype” simulation of the potential solutions prior to changing the process in the real world. This approach can minimize the risk of implementing solutions that are costly or ineffective. The improvement of increased tutor pay helped to demonstrate the university’s commitment to tutors and tutoring. Through continuous improvement efforts, the tutoring department has tripled the number of courses that they support through these enhanced relationships, improved utilization and the overall culture and work environment. The LSS methodology and tools combined with discrete event simulation can be used as a guide for improving other repetitive processes within the university.
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Pitsch, Karola, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch, and Britta Wrede. "Tutoring in adult-child interaction." Interaction Studies 15, no. 1 (June 10, 2014): 55–98. http://dx.doi.org/10.1075/is.15.1.03pit.
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Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.
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Yunita, Sri, and Siti Asiah. "IMPLEMENTASI METODE TUTOR SEBAYA DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN SISWA (Studi Kualitatif Naturalistik Di SMA Martia Bhakti Kayu Ringin Bekasi Selatan Kota Bekasi)." Turats 15, no. 1 (August 3, 2022): 53–65. http://dx.doi.org/10.33558/turats.v15i1.4539.
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Peer tutoring is a learning method that is carried out by selecting students who have more abilities than others to guide other students who have abilities below them. The research in this thesis formulates three main problems, namely:How is the implementation of the peer tutoring method at Martia Bhakti High School Bekasi and What are the supporting factors and inhibiting factors in the application of the peer tutor method at Martia Bhakti High School Bekasi. The purpose of the study was to determine the implementation of the peer tutoring method as well as the supporting and inhibiting factors for the application of the peer tutor method in improving students' reading skills of the Koran at SMA Martia Bhakti Bekasi.The research in this thesis uses naturalistic qualitative research, namely research that is based on a phenomenological view and seeks to understand the meaning of events and their relation to the object of research. The results showed that the peer tutoring method at SMA Martia Bhakti Bekasi did not cover the maturity of planning, implementation of organizing activities and evaluating activities. This can be confirmed because the peer tutoring method at SMA Martia Bhakti Bekasi has not become the main program in learning the Qur'an. The factors that support the application of peer tutors at SMA Martia Bhakti Bekasi include the enthusiasm of students in reciting the Qur'an, the cohesiveness of teachers in teaching the Qur'an, and encouragement from parents or guardians of students. While the inhibiting factors, time constraints, quality of tutors (tutor standardization), there are no specific guidelines for learning the Koran using peer tutors and have not made peer tutors the main program in learning the Koran.
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Saidova, K. Z., G. R. Pozhidaev, I. D. Kotilevets, and I. A. Ivanova. "Analysis of the tutors’ activity for creating a platform for distance tutoring." Informatics and education, no. 6 (September 26, 2021): 18–28. http://dx.doi.org/10.32517/0234-0453-2021-36-6-18-28.
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Today, in connection with the informatization of society, all spheres of life are adapting to distance working conditions. Tutors, like many other teachers, need to adapt to the new lesson format. The article examines how the services of tutors in various subjects via the Internet are provided, what software and educational resources are used to prepare and conduct distance learning, are there any significant differences from the point of view of the tutor in the distance and face-to-face training format. The preferences of tutors regarding the functionality of the system are given, which will be a tool for conducting individual lessons on the Internet. The research was carried out using an empirical method — through a survey. To participate in it were invited tutors who are already teaching online or have taught before, as well as those who are just starting to engage in online tutoring. The results of this research are presented in an article with analytical comments. A detailed description of the tutor’s activities in the process of conducting distance learning is given. As a result, it was concluded that a system for conducting distance lessons is a necessity for a modern teacher engaged in tutoring. The article presents the necessary functional minimum of such a system.
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Alowayid, Rehab. "‘Tutoring Is Not Proofreading’. Exploring the Perceptions of Writing Tutors at University Writing Centres, Saudi Arabia: An Exploratory Study." English Language Teaching 13, no. 12 (November 5, 2020): 5. http://dx.doi.org/10.5539/elt.v13n12p5.
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Academic discourse is highly complex and requires writers to follow specific writing conventions. Many Saudi university students have underdeveloped writing skills (Al-Khairy, 2013). One way to assist second language (L2) learners and develop their academic writing skills is through academic language support offered by writing centres. The challenge for writing centre tutors lies in the predominant belief among many L2 students that tutors’ only role is to fix students’ mistakes. Although there has been significant growth in writing centres in Saudi universities, the perceptions of writing tutors concerning tutoring non-native students are still under-researched. This study uses thematic analysis to explore the role of writing tutorials as perceived by writing centre tutors in Saudi settings. Data were obtained using an interpretive inquiry through individual interviews of two tutors. The main findings of the interviews were that tutors perceived proofreading requests, low writing proficiency of tutees and tutees’ understanding of tutors’ role as influencing their tutorial practices. The implementation of this study may help regulate the role of tutors in writing centres in Saudi universities by highlighting new avenues that can improve writing tutorials, especially in Saudi Arabia.
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Muazam, Shazia, Farzana Majeed, and Saima Mumtaz Khattak. "Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study." Journal of Islamabad Medical & Dental College 10, no. 1 (March 31, 2021): 337–44. http://dx.doi.org/10.35787/jimdc.v10i1.577.
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Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years.
Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes.
Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management.
Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles.
Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.
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Luzgina, Elena Nikolaevna, and Milena Evgenievna Ivanova. "Analysis of high school students' perceptions of tutors in the educational process." Development of education 6, no. 2 (June 28, 2023): 42–49. http://dx.doi.org/10.31483/r-107070.
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There is a growing need for high-quality education that prepares students for the complex challenges of the modern world. As a result, the use of tutoring services is becoming increasingly common in the education system. However, it is necessary to study the opinions of high school students about the role of tutors and the use of their services in the educational process to determine the effectiveness of this approach. The relevance of this research lies in determining high school students' perceptions of tutors' role in the educational process. High school students are a key group of tutoring service consumers, and their opinions about tutors' role in the educational process may influence decisions about using such services. In this study, a survey method was used. The survey questions addressed students' opinions about tutors' role in the educational process, as well as their personal experience with using tutoring services. The analysis of the data showed that high school students generally have positive attitudes towards tutors and consider them important helpers in the learning process. Most of the survey participants noted positive results from using tutoring services, such as improved academic performance and confidence in their knowledge. However, some drawbacks of using tutoring services were also identified, such as high cost, mismatch of the tutor's and student's knowledge levels, and insufficient effectiveness in some cases. The use of tutoring services can be an effective tool for improving academic performance and motivation among high school students, but the drawbacks and limitations of this approach should be taken into account. The results of this study can be useful for school administrations, parents, and high school students in making decisions about using tutoring services in the educational process.
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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." Issues in Informing Science and Information Technology 19 (2022): 071–95. http://dx.doi.org/10.28945/4949.
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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 complex 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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Salazar Gaviria, Carlos Andrés, and José Vicente Abad Olaya. "Contributions of tutoring to the development of academic writing in graduate education." Latinoamericana de Estudios Educativos 19, no. 1 (January 1, 2023): 149–77. http://dx.doi.org/10.17151/rlee.2023.19.1.8.
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Earning a master’s or doctoral degree often requires writing scientific articles, a challenging task for graduate students. A review of existing literature on writing in higher education underscores the need to learn more about the strategies tutors use when teaching their tutees how to prepare their theses and academic articles. Objective: Explore the contribution of tutoring to the composition of academic articles as graduation requirements and thereby to the development of academic literacies among master’s degree students. Methodology: Descriptive case study following the interpretive paradigm. This qualitative study was conducted in a master’s degree program in education at a private university in Medellin, Colombia. The data were collected through semistructured interviews with three tutors, two students, and one graduate student. The content was analyzed by utilizing open and axial coding. Results: The study revealed three pivotal functions performed by tutors in fostering academic literacies during their support for article writing: adept management of the tutor-tutee relationship concerning co-authorship, skillful guidance in navigating interactions with external agents who regulate publication, and proactive promotion of the tutees’ relationship with writing and research, thereby fostering the configuration of their identity as authors and researchers.
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Bánfi, Gréta, and Erzsébet Korom. "Természettudományos vizsgálatok környezetismeret-órán: egy tutorprogram tapasztalatai a tutordiákok nézőpontjából." Képzés és Gyakorlat 21, no. 1 (July 29, 2023): 33–42. http://dx.doi.org/10.17165/tp.2023.1.33-42.
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The development program we examined took place through the application of cross-aged peer tutoring. Sixth-grade tutors and fourth-grade students (tutees) participated in the research. The main aim of the program is to encourage students to conduct simple experiments in line with the science subject curriculum. The experiments are guided by older students. We were interested in what impressions the tutors had of the session series. We examined the experiences of tutor students (N = 12) with a program evaluation questionnaire containing open and closed questions. The tutor students applied for the program because they found it interesting. The aim of the program, according to the tutors, was to try out the teacher’s role. They liked the guiding experiments and teaching the fourth graders the most, and the biggest challenge was disciplining the students and arousing their interest.
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Przybylska, Lucyna. "Tutoring na Wydziale Oceanografii i Geografii Uniwersytetu Gdańskiego - motywy zaangażowania w nową ofertę dydaktyczną." Annales Universitatis Mariae Curie-Sklodowska, sectio B – Geographia, Geologia, Mineralogia et Petrographia 70, no. 1 (June 30, 2016): 153. http://dx.doi.org/10.17951/b.2015.70.1.153.
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The aim of the paper is to identify students` and teachers` motives of involvement in tutoring - a new educational offer in the academic year 2014/2015 at the Faculty of Oceanography and Geography of the University of Gdańsk. First, the theoretical concept of tutoring is presented, followed by the description of the process of implementation of the voluntary course of tutoring at the Faculty. Finally, results of the one-question survey conducted among 11 tutors and their 14 tutees is presented. The research revealed that a motive of development of academic skills and knowledge is present in every students` opinions. More than half of the teachers became tutors to help students and because they find tutoring developmental.
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Makuwira, Jonathan. "Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program." Australian Journal of Indigenous Education 37, no. 1 (2008): 48–55. http://dx.doi.org/10.1017/s1326011100016082.
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AbstractThis research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtained from interviews, the study raised more questions than answers. The results reflect tutors' own teaching orientations. This is particularly clear when all of the tutors who participated in this study were NOT mathematics trained teachers but had either taken interest in the subject as a result of doing a mathematics-related subject such as engineering and science. Overall, there was consensus that establishing rapport between the students and Learning Advisers was crucial. Knowing who the students are and, vice versa, was also considered fundamental. For some, it was an acknowledgment that both the tutor and the student were on a discovery journey. The majority of the tutors prefer a process where a mathematical concept was explained first, followed by an application of real life situations.