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Artykuły w czasopismach na temat „Adopted and tutors”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

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 (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

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Seppänen, Janne-Tuomas, Jukka T. Forsman, Mikko Mönkkönen, Indrikis Krams, and Tuuli Salmi. "New behavioural trait adopted or rejected by observing heterospecific tutor fitness." Proceedings of the Royal Society B: Biological Sciences 278, no. 1712 (2010): 1736–41. http://dx.doi.org/10.1098/rspb.2010.1610.

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Animals can acquire behaviours from others, including heterospecifics, but should be discriminating in when and whom to copy. Successful individuals should be preferred as tutors, while adopting traits of poorly performing individuals should be actively avoided. Thus far it is unknown if such adaptive strategies are involved when individuals copy other species. Furthermore, rejection of traits based on tutor characteristics (negative bias) has not been shown in any non-human animal. Here we test whether a choice between two new, neutral behavioural alternatives—breeding-sites with alternative

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Saeed, Aziz Thabit, Al-Khatib, Hayat, Abdel Hafeez, Ghada, and Nour, Khaldun. "Transcending Lockdown: Teaching and Learning EFL during Covid-19 Crisis." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (2022): 44–63. http://dx.doi.org/10.32996/jeltal.2022.4.1.5.

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This study investigated the effectiveness of the adopted and adapted teaching methods, procedures and techniques in the virtual EFL classes during Covid-19 from the viewpoint of both learners and tutors. Data in the study were collected through two instruments: a tutor survey that elicited information from 42 randomly selected English language skills tutors, teaching at the English language foundation program at the nine branches of the Arab Open University (AOU); and a student survey that elicited information from 911 responding EFL learners enrolled in the foundation program. The tutor surve

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Youde, Andrew. "Tutor Emotional Competences Valued by Learners in a Blended Learning Contex." European Journal of Open, Distance and E-Learning 19, no. 2 (2016): 63–79. http://dx.doi.org/10.1515/eurodl-2016-0008.

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Abstract This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the conte

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Pereira, Aluisio José, Alex Sandro Gomes, and Tiago Thompsen Primo. "Evaluation of Human-Artificial Hybrid Tutoring System for Mediation of Engagement in E-Learning." Revista Brasileira de Informática na Educação 33 (April 27, 2025): 216–46. https://doi.org/10.5753/rbie.2025.4988.

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This pioneering article aims to understand hybrid tutoring strategies, which combine human and artificial tutor interventions. In this regard, an approach of an Intelligent Tutoring System (ITS) was developed, involving the intervention of human tutors to mediate student engagement in e-learning. To evaluate the effectiveness of the approach, testing guidelines were adopted involving human tutors from the stages of system preparation, activity script creation and interview, test application, data collection, analysis, and communication of iteration results and proposals for improving the ITS a

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

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

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Buckler, Alison, Kris Stutchbury, George Kasule, Jane Cullen, and Doris Kaije. "What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges." Journal of Learning for Development 8, no. 1 (2021): 10–26. http://dx.doi.org/10.56059/jl4d.v8i1.493.

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Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously

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Youde, Andrew. "“Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments." Education Sciences 10, no. 5 (2020): 147. http://dx.doi.org/10.3390/educsci10050147.

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This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutor

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Segbenya, Moses, Nana Yaw Oppong, and Isaac Eliot Nyieku. "Elements of Working Conditions and Retention of Course Tutors in Distance Education in Ghana." Journal of Business and Enterprise Development (JOBED) 10 (June 1, 2022): 30–50. http://dx.doi.org/10.47963/jobed.v10i.888.

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This study examined the relationship between elements of working conditions and retention of course tutors facilitating distance academic programmes in Ghana. The descriptive cross-sectional survey design from the quantitative approach was adopted for the study. A sample of 612 tutors was drawn with the help of simple random and stratified sampling techniques from a study population of 2,700 from two public universities in Ghana—the University of Cape Coast and the University of Education, Winneba. The study adopted the Partial Least Square Structural Equation Modelling technique for the analy

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Mutisya, Jacinta Katumbe, Wilfrida Arnodah Itolondo, and Samson Kariuki Ikinya. "Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya." East African Journal of Interdisciplinary Studies 3, no. 1 (2021): 12–26. http://dx.doi.org/10.37284/eajis.3.1.268.

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Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction or

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Mutisya, Jacinta Katumbe, Wilfrida Arnodah Itolondo, and Samson Kariuki Ikinya. "Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya." East African Journal of Interdisciplinary Studies 3, no. 1 (2021): 12–26. http://dx.doi.org/10.37284/eajis.3.1.268.

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Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction or

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Lakeisha Onyango, Rahma Ahmed Darwesh, Precious Jadini, and Uthaynah Abdullatif. "Charisma and learning: designing charismatic behaviours for virtual human tutors." London Journal of Social Sciences, no. 6 (October 31, 2023): 162–66. http://dx.doi.org/10.31039/ljss.2023.6.115.

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Charisma as defined in the Oxford Dictionary, is the compelling attractiveness or charm that can inspire devotion in others. It is a powerful device of communication because it is the primary way humans signal interpersonal closeness, willingness to communicate, and feelings toward one another. Without exception, charisma is very crucial in the learning process in individuals. It makes the teachers more influential, causing learners to listen more intently to what they have to say and subsequently boosting their learning performance at the end of the day. Virtual learning has become a wi

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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 w

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Mavroudi, Anna, and Kyparisia Papanikolaou. "A Case Study on How Distance Education May Inform Post-Pandemic University Teaching." International Review of Research in Open and Distributed Learning 23, no. 4 (2022): 57–74. http://dx.doi.org/10.19173/irrodl.v23i4.6245.

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Higher education recently found itself in the unprecedented situation of being forced to rapidly switch to online education as a demand of the COVID-19 pandemic. The aim of this article is to compare and contrast the experiences of university tutors who teach in two distance education universities with those who teach in a traditional university concerning their online lessons during lockdown. Forty university tutors participated in a survey to capture their teaching experiences. The survey was based on the transactional distance theory. Both qualitative and quantitative data were collected fr

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Ashun, Emmanuel Adom. "Evaluation of Tutors’ Pedagogical Approaches Used in Social Studies Instructional Delivery in Colleges of Education in Ghana." Asian Research Journal of Arts & Social Sciences 23, no. 4 (2025): 218–37. https://doi.org/10.9734/arjass/2025/v23i4673.

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The study aimed to evaluate the tutors' pedagogical approaches in teaching the four-year Bachelor of Education (B.Ed.) in Social Studies curriculum at the Colleges of Education (CoEs) in Ghana. This study employed a mixed-methods approach. A concurrent embedded research design was adopted for the study. The population of this study consisted of all students, teachers, tutors, Heads of Departments (HoDs), and principals from the 10 selected Colleges of Education (CoEs) that run the B.Ed. Programme in Social Studies curriculum. Purposive and proportionate random sample techniques were used to se

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Bendeliani, Natia, and Tibor Bors Borbély-Pecze. "University Teachers’ Conceptions of Their Role in Teaching Problem-Solving." GILE Journal of Skills Development 5, no. 1 (2025): 92–104. https://doi.org/10.52398/gjsd.2025.v5.i1.pp92-104.

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Equipping young adults with problem-solving skills is critical in today’s knowledge economy. Universities have increasingly adopted approaches like problem-based learning (PBL) to foster critical thinking and independent learning. However, while extensive research exists on the benefits of PBL, less attention has been given to studying tutors' conceptions about their role from a phenomengoraphic research perspective. This study addresses this gap by investigating university tutors' conceptions of their roles in teaching problem-solving skills within a PBL environment. Data from interviews with

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Bervell, Brandford, Irfan Naufal Umar, Moses Segbenya, Justice Kofi Armah, Beatrice Asante Somuah, and Rosemary Twum. "Utilizing Learning Management System Technology: Modelling the Tripartite Relationships Among Previous Technology Use Experience, Technology Self-Efficacy, and Use Behavior." Online Journal of Communication and Media Technologies 12, no. 4 (2022): e202240. http://dx.doi.org/10.30935/ojcmt/12530.

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This study sought to find out how previous technology use experience, technology self-efficacy, and use behavior relate among themselves towards learning management system (LMS) technology uptake. This is because LMS has been adopted by higher educational institutions during both the COVID-19 lockdown and post-COVID-19 era. Nonetheless, evidence shows lack of training of tutors in utilizing the LMS technology for pedagogical purposes during the emergency remote learning paradigm. Owing to that, most tutors relied on their previous technology use experiences to cultivate a self-belief towards t

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Thapa, Bindu, Amrita Poudel, Deepti K.C., et al. "Conflict Management Skills among Nursing Tutors Working in Nursing Colleges." International Journal of Social Sciences and Management 8, no. 2 (2021): 359–61. http://dx.doi.org/10.3126/ijssm.v8i2.33872.

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Conflict can exist among individuals, educational institutions, organizations, leadership of department, between staff, students and among tutors Conflict management is the practice of being able to identify and handle conflicts sensibly, fairly and efficiently. The objective of the study is to assess the conflict management skills among nursing tutors working in nursing colleges. Descriptive cross sectional research design was adopted for this study. Census method was used to select the subjects. Data collection was done among 74 nursing tutors of Kaski district. Data was collected by using s

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Ismail, Nashwa, and Gary Kinchin. "Can Online Collaborative Works Offer a Solution to the Over Crowded Classes in Egyptian Universities?" International Journal of Management and Applied Research 6, no. 2 (2019): 48–67. http://dx.doi.org/10.18646/2056.62.19-004.

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This study investigates tutors’ perception towards students’ group work when they learn online as a proposed solution for overcrowded classes. The study context is the Egyptian Higher Education (HE) system and the research participants were 20 HE tutors who either teach in a blended learning environment or virtual classroom. This research adopted a phenomenological qualitative approach and data were collected through focus groups and one-to-one interviews. The study concluded that online collaborative learning offers opportunities for studying outside the standard brick-and-mortar classroom an

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Joanittah, Nakayiza, Isabirye Christopher, Muweesi Charles, et al. "Knowledge, Attitudes and Perception of Tutors Towards Inter-Professional Education: A Case Study at Uganda Institute of Allied Health and Management Sciences." Research and Advances in Education 3, no. 3 (2024): 1–8. http://dx.doi.org/10.56397/rae.2024.03.01.

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With the increasing acknowledgment of the benefits of interprofessional education in the training of the health workforce, the awareness and attitudes of tutors towards this emerging concept are paramount for effectiveness in bringing out the intended outcomes. This study assessed the knowledge, attitudes and perceptions of tutors towards interprofessional education at the Uganda Institute of Allied Health and Management Sciences. A cross-sectional descriptive mixed study design was adopted and questionnaires were administered to health tutors of the different programs at the Uganda Institute

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Choma, Isaack Augustine, and Boniface Raymond. "Perceptions of stakeholders on modalities for giving quality assurance feedback to tutors in teachers’ colleges in Tanzania." African Journal of Teacher Education 11, no. 2 (2022): 53–79. http://dx.doi.org/10.21083/ajote.v11i2.7054.

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Effective dialogic feedback demands active zonal quality assurance officers and tutors. The use of oral and written modalities to provide quality assurance feedback on learning environment in teachers’ colleges could make tutors more active in teaching. This article appraises modalities used to give feedback to tutors; and analyses the modalities regarded by tutors and quality assurance officers as effective in Tanzania. The article adopts a qualitative multiple-case study involving thirty-four respondents from three teachers’ training colleges in Tanzania. Data were collected using in-depth i

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Niari, Maria, Evaggelia Manousou, and Antonis Lionarakis. "The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University." European Journal of Open, Distance and E-Learning 19, no. 1 (2016): 36–52. http://dx.doi.org/10.1515/eurodl-2016-0003.

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Abstract The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also

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Jazilah, Ela, and Nuril Mufidah. "Manajemen Program Arabic Culture Dalam Menciptakan Bi’ah Arabiyah Di Perguruan Tinggi Islam." Tarbiyatuna: Jurnal Pendidikan Ilmiah 9, no. 1 (2024): 1–18. http://dx.doi.org/10.55187/tarjpi.v9i1.5518.

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This research aims to describe the management of the Arabic Culture Program run by an Islamic university in Indonesia, UIN KHAS Jember. This university has succeeded in developing an Arabic Culture program which can create an Arabic language environment (bi'ah Arabiyah), thus producing a generation of achievers in the field of Arabic. The research focuses on exploring planning and implementation activities and looking for supporting and inhibiting factors in implementing the program. The research uses a descriptive qualitative type, with data collection techniques using observation and intervi

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Lubuva, Elisei Emili, Placidius Ndibalema, and Esther Mbwambo. "Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania." Journal of Learning for Development 9, no. 3 (2022): 436–54. http://dx.doi.org/10.56059/jl4d.v9i3.705.

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This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multi

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Orsini, Ester, Marilisa Quaranta, Giulia Adalgisa Mariani, et al. "Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna." International Journal of Environmental Research and Public Health 19, no. 1 (2021): 398. http://dx.doi.org/10.3390/ijerph19010398.

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The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program—unique on the Italian academic panorama—from the tutors’ perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors’ perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professi

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Xanthopoulou, Panagiota, and Emmanouil Stavrakakis. "Supporting Students as a Means of Preventing Dropout in Open and Distance Education." International Journal of Sciences Volume 8, no. 2019-09 (2019): 9–19. https://doi.org/10.5281/zenodo.3979979.

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The purpose of the current research is to explore how to reduce the dropout rates in Distance Education through supporting students. More precisely, it focuses on measures that can be taken to help and encourage students facing difficulties and dealing with obstacles during their studies at the Hellenic Open University, thus fighting against dropout. The analysis of the results showed that both the academic staff and the students of the postgraduate program "Education Sciences" believe that the assistance provided to the students is not sufficient and that further measures should be taken to s

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Nitschke, Jan Jacobus, and Wilhelmina Louw. "The Implementation of Notesmaster as a Learning Platform for Secondary Education - A Case of the Namibian College of Open Learning (NAMCOL)." Journal of Learning for Development 7, no. 2 (2020): 233–45. http://dx.doi.org/10.56059/jl4d.v7i2.381.

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The Namibian College of Open Learning (NAMCOL) is a government-funded educational institution that provides study opportunities to adults and out-of-school youth. NAMCOL has adopted the Notesmaster platform as a learning portal for its secondary education programme. This study aims to share the NAMCOL experience, in using Notesmaster as a preferred platform for OER in open schooling, including experiences of the content developers, tutors and learners. Data was gathered from learners, tutors and content developers to assess their involvement and determine to what extent the platform has contri

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Ssegantebuka, Julius, Timothy Tebenkana, Ritah Edopu, Patrick Sserunjogi, and John Bosco Kanuge. "Challences Facing Tutors in the Teaching of Visual Arts Education in National Teacher Colleges in Uganda." Journal of Education and Learning 10, no. 4 (2021): 51. http://dx.doi.org/10.5539/jel.v10n4p51.

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The study examined the challenges faced by tutors in the teaching of the visual arts education (VAE) in national teachers&rsquo; colleges (NTCs) in Uganda. The study adopted a qualitative approach where tutors&rsquo; and pre-service visual arts teachers&rsquo; (PVATs) views about the challenges facing them in the teaching and learning in visual arts were expressed. Data were collected from two pur&shy;posively selected NTCs, and ten tutors. Yet, the 48 second year PVATs who participated in this study, were randomly selected from the many who were available. The researchers used

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Segbenya, Moses, and Paul Dela Ahiatrogah. "Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast." World Journal of Education 8, no. 5 (2018): 1. http://dx.doi.org/10.5430/wje.v8n5p1.

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The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple ra

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Enwereji, Prince Chukwuneme, Annelien Van Rooyen, and Alet Terblanche. "Exploring Students’ Perceptions on Effective Online Tutoring at a Distance Education Institution." Electronic Journal of e-Learning 21, no. 4 (2023): 366–81. http://dx.doi.org/10.34190/ejel.21.4.3131.

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Online or e-tutoring is a component of e-learning that involves teaching in an online setting where the e-tutor provides support to a small group of students, which can increase confidence, improve topic comprehension and develop critical learning skills. To enhance e-tutoring in the Department of Financial Accounting at the University of South Africa, this study examined student perspectives or evaluations on the effectiveness of e-tutoring in a distance learning environment, as well as the challenges encountered during its implementation. The study adopted a quantitative design where online

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Okeyo, Dorothy Atieno, Wilson Shitandi, and Lydia Kanake. "Determining the impact of the use of Kodály pedagogical approach (KPA) on teacher trainees’ performance (TTP) in basic music skills." Journal of Education and Learning (JEL) 1, no. 1 (2022): 48–61. http://dx.doi.org/10.51317/jel.v1i1.308.

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This study sought to determine the impact of the use of the Kodály pedagogical approach (KPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The target population was 344, comprising 341 teacher trainees in their second year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music

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Ajami, Khalil. "Computing Tutors Performance Indicator in Virtual Learning Environment." Higher Education Research 9, no. 2 (2024): 38–44. http://dx.doi.org/10.11648/j.her.20240902.12.

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Quality assurance has become an urgent necessity in all spheres of life, including education and learning in all stages from primary school to higher education, since it constitutes the core of development in the new era of knowledge economy. The aim of this paper is to present a new methodology applied to ensure quality of learning process within virtual learning environments. Our case study focused on the model of quality control adopted by Syrian Virtual University (SVU), which is pioneer in the field of virtual learning in the Middle East and the Arab region. The methodology is based on SE

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Taherun, Nesa Suborna. "Impact of Teachers' Growth Mindset on Teachers' Self-efficacy, and Psychological Wellbeing: A Study on Bangladeshi High School Teachers." International Journal of Management Sciences and Business Research Mar-2021 ISSN (2226-8235) Vol-10,, Issue 3 (2021): 69–85. https://doi.org/10.5281/zenodo.4750878.

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In order to explore the impacts of teachers’ growth mindset on teachers’ perception towards their self-efficacy and psychological wellbeing from Bangladeshi high school teachers ‘perspective. This research has performed a combined way of investigation which utilizes both quantitative and qualitative data were used. In study 1, 100 tutors have been surveyed to reveal the outcomes to investigation queries through a structured questionnaire with convenient sampling. Correlations were conducted to undertake the connection among tutors with the progressive mentality and their self

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Taherun, Nesa Suborna. "Impact of Teachers Growth Mindset on Teachers Perception towards Students Self-efficacy, and Psychological Wellbeing: A Study on Bangladeshi High School Teachers." International Journal of Management Sciences and Business Research 10, no. 03 (2021): 69–85. https://doi.org/10.5281/zenodo.5045308.

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<em>In order to explore the impacts of teachers’ growth mindset on teachers’ perception towards their self-efficacy and psychological wellbeing from Bangladeshi high school teachers ‘perspective. This research has performed a combined way of investigation which utilizes both quantitative and qualitative data were used. In study 1, 100 tutors have been surveyed to reveal the outcomes to investigation queries through a structured questionnaire with convenient sampling. Correlations were conducted to undertake the connection among tutors with the progressive mentality and their

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Jacob, Sabrina A., and Anne Boyter. "Survey of undergraduates’ perceptions of experiential learning in the MPharm programme: The TELL Project." Pharmacy Practice 18, no. 2 (2020): 1856. http://dx.doi.org/10.18549/pharmpract.2020.2.1856.

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Objective: To determine the perception of undergraduate pharmacy students of their experiential learning (EL) placements both in the community and hospital settings. Methods: A cross-sectional survey was conducted utilizing a six-item online survey consisting of one open-ended and five closed-ended questions, the latter utilising five-point Likert-type scales ranging from strongly disagree (1) to strongly agree (5). All undergraduate pharmacy students from the School of Pharmacy (N=496) were included in the study. Survey questions assessed students’ perceptions on the effectiveness of th

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Shayo, Faith, and Cosmas Mnyanyi. "A Competency-Based Approach to ICT Integration in Teacher Education: Perspectives from Tutors and Teacher-Trainees in Tanzania Mainland." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 932–46. http://dx.doi.org/10.47772/ijriss.2023.70772.

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This study aimed to examine implementation of a competency-based approach to ICT integration in Teacher Education in Tanzania. Specifically, the study sought to determine the access to ICT resources, the level of knowledge and skills among tutors and teacher-trainees for integrating ICT in teaching and learning activities and explore the views and opinions on the challenges facing the integration of ICT in Teachers Colleges in Tanzania Mainland. The study adopted mixed methods approach. Data were collected using interviews, focus groups, questionnaire and observation. Questionnaires were admin

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Aparecida Neto, Lucielena, Ana Maria de Paula Meira, Aparecida de Fátima Martins De Miranda, et al. "DESAFIOS E OPORTUNIDADES: A RELAÇÃO ENTRE ALUNO, PROFESSOR E TUTOR NO EAD." ARACÊ 7, no. 6 (2025): 33558–65. https://doi.org/10.56238/arev7n6-261.

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This study investigated communication challenges and innovative strategies to improve interaction between students, teachers, and tutors in Distance Learning (DL). The overall objective was to analyze how the relationship between these participants can be optimized, considering the obstacles encountered and possible solutions. The research was bibliographical in nature, based on a review of relevant literature on DL, active methodologies, gamification, and the role of the tutor. During the development, the main communication challenges faced by those involved were identified, such as the lack

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Musaed Alghizzi, Talal, and Tahani Munahi Alshahrani. "EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation." Advances in Language and Literary Studies 11, no. 4 (2020): 62. http://dx.doi.org/10.7575/aiac.alls.v.11n.4p.62.

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This study investigates EFL Saudi male and female learners’ and tutors’ attitudes and practices in the Writing Centers at the College of Languages and Translation (CLTWCs) at Al-Imam Muhammad Ibn Saud Islamic University to determine the effectiveness of such centers. In fact, understanding EFL learners’ needs is believed to eliminate some of the persistent writing challenges for such learners; and therefore this study seeks to explore the relatively new established CLTWCs to improve their services. Thus, in order to answer the study’s two questions regarding the attitudes and practices of both

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Mindey, Saigilu. "The Influence of Teaching Methods on Approaches to Student Learning in Teacher Education: The Case of Kilosa District in Morogoro, Tanzania." Mbeya University of Science and Technology Journal of Research and Development 5, no. 3 (2024): 812–25. http://dx.doi.org/10.62277/10.62277/mjrd2024v5i30051.

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This study examined the influence of teaching methods on approaches to student learning in teacher education. The study was conducted at Ilonga and Dakawa teacher’s colleges in the Morogoro region. The study adopted Bigg’s 3Ps (Presage, Process, and Product) model. This model helped in relating teaching aspects and students’ approaches to learning because it links the students’ prior experiences with their perceptions of the learning context, their approaches to learning, and their learning outcomes. Data were obtained from a sample of 32 respondents through purposive sampling. Students were c

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Mindey, Saigilu. "The Influence of Teaching Methods on Approaches to Student Learning in Teacher Education: The Case of Kilosa District in Morogoro, Tanzania." Mbeya University of Science and Technology Journal of Research and Development 5, no. 3 (2024): 812–25. http://dx.doi.org/10.62277/mjrd2024v5i30051.

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This study examined the influence of teaching methods on approaches to student learning in teacher education. The study was conducted at Ilonga and Dakawa teacher’s colleges in the Morogoro region. The study adopted Bigg’s 3Ps (Presage, Process, and Product) model. This model helped in relating teaching aspects and students’ approaches to learning because it links the students’ prior experiences with their perceptions of the learning context, their approaches to learning, and their learning outcomes. Data were obtained from a sample of 32 respondents through purposive sampling. Students were c

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Capuano, Nicola, Santi Caballé, and Jorge Miguel. "Improving Peer Grading Reliability with Graph Mining Techniques." International Journal of Emerging Technologies in Learning (iJET) 11, no. 07 (2016): 24. http://dx.doi.org/10.3991/ijet.v11i07.5878.

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Peer grading is an approach increasingly adopted for assessing students in massive on-line courses, especially for complex assignments where automatic assessment is impossible and the ability of tutors to evaluate and provide feedback at scale is limited. Unfortunately, as students may have different expertise, peer grading often does not deliver accurate results compared to human tutors. In this paper, we describe and compare different methods, based on graph mining techniques, aimed at mitigating this issue by combining peer grades on the basis of the detected expertise of the assessor stude

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Fernández-Martín, Francisco Domingo, José Luis Arco-Tirado, and Mirian Hervás-Torres. "The impact of a peer-tutoring program to improve self-regulated learning." Anales de Psicología 38, no. 1 (2022): 110–18. http://dx.doi.org/10.6018/analesps.483211.

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The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, t

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Ng, Richard, Abtar Kaur, Siti Farina Sheikh Mohamed, Latifah Abdol Latif, and Ramli Bahroom. "E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE." Asian Association of Open Universities Journal 4, no. 1 (2009): 27–36. http://dx.doi.org/10.1108/aaouj-04-01-2009-b003.

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Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a

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Olanrewaju, Muraina Kamilu, and Kamaldeen Rahmat Tinuke. "Psychological Capital and Quality of Life Among Secondary School Tutors in Kwara State Nigeria." Journal of Psychological Perspective 4, no. 1 (2022): 17–20. http://dx.doi.org/10.47679/jopp.412072022.

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The present study attempts to explore the relationship between psychological capital and the quality of life among secondary school tutors in Kwara State. The study adopted a descriptive design of ex-post-facto type. Multi-stage sampling technique was to select 420 participants from 6 local government areas in Kwara State. The variables were measured using a validated instrument with a reliability coefficient of 0.81. The data were analyzed using Pearson Product Moment Correlation and regression at 0.05 level of significance. The result confirmed that there was a correlation between hope and r

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Yung, Kevin Wai-Ho. "Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry." ECNU Review of Education 2, no. 1 (2019): 64–76. http://dx.doi.org/10.1177/2096531119840871.

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Purpose: This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee, a tutor, and a researcher and draw implications on several issues arising from the prevalence of shadow education. Design/Approach/Methods: This article adopted an autobiographical narrative approach. Data were collected through the author’s memoir of events, stimulated by the tutorial materials he used when he was a tutee and a tutor, his own video-recorded lessons of tutoring, and reflective journals from his research projects. Findings

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Dr., Mercy Wambui Mwaura PhD. "Technical and Vocational Education and Training Institutions as Catalysts of Reduction of Unemployment Rates in Kiambu County, Kenya." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 03, no. 12 (2024): 1641–47. https://doi.org/10.5281/zenodo.14505375.

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Technical and Vocational Education and Training Institutions (TVETs) have been at the center of equipping students with prerequisite skills to fit into the job market by offering programmes aim to bridge the skills gap among students. However, in Kiambu County, rates of unemployment have continued to rise. Thus, the purpose of this study was to examine how TVETS act as catalysts for reduction of unemployment rates in Kiambu County. The study was anchored on the human capital theory. The study adopted mixed methodology and concurrent triangulation research design. Target population comprised 30

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Ssegantebuka, Julius. "THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA." Problems of Education in the 21st Century 75, no. 4 (2017): 394–409. http://dx.doi.org/10.33225/pec/17.75.394.

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The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps i

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Yekple, Sampson, L. K., John-Newton Kumi, and Maxwell, S. Kumah. "Redesigning the College of Education Curriculum to meet the Learner Centered Approach Needs of the Pre-service teacher for Effective Implementation of the Standard Based Curriculum in Ghana." Journal of Education and Practice 6, no. 6 (2022): 1–15. http://dx.doi.org/10.47941/jep.1077.

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Purpose: There is the need for the training of Pre-Service Teachers (PST) to appreciate and exhibit Learner Centered Approach (LCA) in the teaching and learning process. As we celebrate the preparedness of the college of education tutors to impart this knowledge to the PST, the space to deliver is faced with challenges. This paper aims at exploring how tutors are implementing the practices in LCA in colleges of education in their lesson delivery. It also aims at populating the challenges associated with the implementing the approach. The paper in addition, aims at highlighting the possible pra

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Omutange, Elijah, Wesley Mutai, and Violet Barasa. "Impact of Integration of Modern Digital Technology Platforms in Teaching and Learning at the Technical and Vocational Education and Training (TVETs) in Kenya." American Journal of Education and Information Technology 9, no. 1 (2025): 1–10. https://doi.org/10.11648/j.ajeit.20250901.11.

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Provision of quality education is one of the cornerstones of the United Nations’ sustainable development goals. Attempts at increasing the quality of education has embraced the use of modern technologies including the technology platforms. In the 21st century, learners at the Technical and Vocational Education and Training (TVETs) need quality education, which may be enhanced by integrating modern digital technology platforms in teaching and learning. However, there is less research outputs in this realm. The aim of the study was to determine the impact of integration of modern digital technol

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Essel, Harry Barton, Michael Boakye-Yiadom, and Shamsudeen Mohammed. "Internal quality assurance practices of nursing and midwifery training colleges and the role of regulatory bodies: The perspectives of health tutors." Journal of Nursing Education and Practice 8, no. 10 (2018): 68. http://dx.doi.org/10.5430/jnep.v8n10p68.

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In the era of quality orientation, human rights, and a consumer-driven society, Nursing and Midwifery Education Institutions (NMEI) are expected to produce qualified graduates who will meet the needs and expectations of society. The aim of the study was to assess the internal quality assurance practices of Nursing and Midwifery Training Colleges (NMTCs) in the Northern Region of Ghana. An analytical cross-sectional design was adopted for the study with a sample size of eighty-eight (88). Purposive sampling method was used to select health tutors (participants) from three NMTCs in the Northern

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