Thematische Bibliographien / Tutor's guide

Auswahl der wissenschaftlichen Literatur zum Thema „Tutor's guide“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Tutor's guide"

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Guy, Malcolm. „Basic malaria microscopy. Part II: Tutor's guide“. Transactions of the Royal Society of Tropical Medicine and Hygiene 86, Nr. 6 (November 1992): 700–701. http://dx.doi.org/10.1016/0035-9203(92)90205-q.

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Walker, John. „Basic Malaria Microscopy - Part I Learner's Guide and Part 2 Tutor's Guide“. Pathology 25, Nr. 1 (1993): 101. http://dx.doi.org/10.1016/s0031-3025(16)35709-9.

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Luke, R. A. „Entomological field techniques for malaria control. Part II. Tutor's guide“. International Journal for Parasitology 24, Nr. 3 (Mai 1994): 439. http://dx.doi.org/10.1016/0020-7519(94)90100-7.

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Morris, Darrell. „KEEP THE BALL ROLLING: A TUTOR'S GUIDE FOR MONITORING ORAL READING BEHAVIOR“. Reading Psychology 7, Nr. 1 (Januar 1986): 27–33. http://dx.doi.org/10.1080/0270271860070104.

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Velasco, Jonathan B., und 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, Nr. 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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Modha, Bhaven. „Boost your confidence: learning new skills in orthodontics“. Dental Nursing 16, Nr. 8 (02.08.2020): 402–4. http://dx.doi.org/10.12968/denn.2020.16.8.402.

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Dr Bhaven Modha's guide for prospective students to achieving success in the Certificate in Orthodontic Dental Nursing This article provides advice from a tutor's perspective. It aims to help potential students achieve success in the Certificate in Orthodontic Dental Nursing qualification. It considers: Realistic expectations Choosing a suitable course provider The need for a supportive workplace Professionalism The Record of Competence Feedback Reflection The final examination.
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Zimmermann, Martina. „Case studies in a physiology course on the autonomic nervous system: design, implementation, and evaluation“. Advances in Physiology Education 34, Nr. 2 (Juni 2010): 59–64. http://dx.doi.org/10.1152/advan.00004.2010.

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The introduction of case studies on the autonomic nervous system in a fourth-semester physiology course unit for Pharmacy students is described in this article. This article considers how these case studies were developed and presents their content. Moreover, it reflects on their implementation and, finally, the reception of such a transformation among the students as well as the tutor's perception. Specifically, the following issues were addressed. First, how were the course unit and, within the course unit, case study components organized? Second, how was the transformation of the course unit from an originally interactive but rather teacher-centered lecture to an interactive course module achieved? Third, how were the case studies structured, what questions were asked, and what were the answers expected from the students; what additional information was provided by the tutor? Fourth, how did the implementation of these case studies work out in the actual course, i.e., how did the tutor guide the students in this interactive session and how did the students tackle the problems? Finally, how was the integration of interactive modules received by the students and what was their learning experience (as assessed by questionnaires) and learning success (as assessed through the final course exam)? Equally, the tutor's perception of this transformation and its implementation is described.
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McKevitt, Conor Thomas. „Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity“. Journal of University Teaching and Learning Practice 13, Nr. 1 (01.01.2016): 4–24. http://dx.doi.org/10.53761/1.13.1.2.

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Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.
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Pitsch, Karola, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch und Britta Wrede. „Tutoring in adult-child interaction“. Interaction Studies 15, Nr. 1 (10.06.2014): 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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Lizalde Gil, Manuel, Óscar Casanova López, Rosa María Serrano Pastor und Elena Escolano Pérez. „Plan de orientación universitaria para los estudiantes de nuevo ingreso. Programación de acciones y elaboración de materiales//University orientation plan for new students. Programming of actions and development of materials“. REOP - Revista Española de Orientación y Psicopedagogía 29, Nr. 2 (10.12.2018): 41. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23152.

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RESUMENEl objetivo de este trabajo, que forma parte de un proyecto de innovación docente más amplio, fue diseñar un plan concreto de orientación universitaria dirigido a los estudiantes de nuevo ingreso en la universidad. Se partió de las necesidades del alumnado, detectadas previamente en otro estudio, y a través de pequeños grupos de trabajo cooperativo y grupos de discusión formados por tutores, mentores y expertos en orientación se realizó la programación de las diferentes acciones de orientación y su distribución temporal para un curso escolar. Posteriormente se desarrollaron diseños concretos de propuestas de intervención para cada una de las sesiones de orientación, con materiales que sirviesen de guía y ejemplo para la acción orientadora de tutores y mentores. Tras la aplicación del programa en un curso académico se procedió a la evaluación de las acciones de orientación y de los materiales diseñados. Un 69.5% de estudiantes, un 88.9% de mentores y un 83.3% de tutores están de acuerdo o muy de acuerdo en que las actividades programadas resultaron útiles. En cuanto a los materiales, un 57.2% de estudiantes y prácticamente la totalidad de mentores y tutores están de acuerdo o muy de acuerdo en que fueron útiles. Los resultados confirman el impacto positivo del proyecto, que además podría ser transferible a otros centros. ABSTRACTThe objective of this work, which is part of a wider educational innovation project, was to design a concrete plan for university orientation aimed at new students entering university. Based on the needs of the students, previously identified in another study, and through small cooperative work groups and discussion groups of tutors, mentors and guidance experts, the different guidance actions were programmed and distributed over a school year. Subsequently, concrete intervention designs were developed for each of the orientation sessions, with materials that served as a guide and example for the guiding action of tutors and mentors. Following the implementation of the programme in an academic year, the orientation actions and the materials designed were evaluated. 69.5% of students, 88.9% of mentors and 83.3% of tutors agreed or strongly agreed that the activities planned were useful. In terms of materials, 57.2% of students and almost all mentors and tutors agree or strongly agree that they were useful. The results confirm the positive impact of the project, which could also be transferred to other centres.
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Dissertationen zum Thema "Tutor's guide"

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Akers, John W. „A comparison of guided exploration and direct instruction computer tutors“. Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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„A Formative Evaluation Research Study to Guide the Design of the Categorization Step Practice Utility (MS-CPU) as an Integral Part of Preparation for the GED Mathematics Test Using the Ms. Stephens Algebra Story Problem-solving Tutor (MSASPT)“. Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.50525.

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abstract: The mathematics test is the most difficult test in the GED (General Education Development) Test battery, largely due to the presence of story problems. Raising performance levels of story problem-solving would have a significant effect on GED Test passage rates. The subject of this formative research study is Ms. Stephens’ Categorization Practice Utility (MS-CPU), an example-tracing intelligent tutoring system that serves as practice for the first step (problem categorization) in a larger comprehensive story problem-solving pedagogy that purports to raise the level of story problem-solving performance. During the analysis phase of this project, knowledge components and particular competencies that enable learning (schema building) were identified. During the development phase, a tutoring system was designed and implemented that algorithmically teaches these competencies to the student with graphical, interactive, and animated utilities. Because the tutoring system provides a much more concrete rather than conceptual, learning environment, it should foster a much greater apprehension of a story problem-solving process. With this experience, the student should begin to recognize the generalizability of concrete operations that accomplish particular story problem-solving goals and begin to build conceptual knowledge and a more conceptual approach to the task. During the formative evaluation phase, qualitative methods were used to identify obstacles in the MS-CPU user interface and disconnections in the pedagogy that impede learning story problem categorization and solution preparation. The study was conducted over two iterations where identification of obstacles and change plans (mitigations) produced a qualitative data table used to modify the first version systems (MS-CPU 1.1). Mitigation corrections produced the second version of the MS-CPU 1.2, and the next iteration of the study was conducted producing a second set of obstacle/mitigation tables. Pre-posttests were conducted in each iteration to provide corroboration for the effectiveness of the mitigations that were performed. The study resulted in the identification of a number of learning obstacles in the first version of the MS-CPU 1.1. Their mitigation produced a second version of the MS-CPU 1.2 whose identified obstacles were much less than the first version. It was determined that an additional iteration is needed before more quantitative research is conducted.
Dissertation/Thesis
Doctoral Dissertation Educational Technology 2018
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Lethiecq, Monique. „Accompagnement de l'élève de 16 à 24 ans en formation générale des adultes du Québec et réussite au sein de l'école“. Thèse, 2014. http://hdl.handle.net/1866/10882.

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Afin d’enrichir les outils en matière de solution au décrochage scolaire, cette recherche s’intéresse à l’accompagnement de l’élève et à la réussite au sein de l’école. Elle se déroule dans le cadre de la formation générale des adultes (FGA) âgés de 16 à 24 ans et fréquentant les centres d’éducation des adultes du Québec (CÉA). L’objectif général est de décrire ce qui se fait comme pratiques d’accompagnement de l’élève pour la réussite tout en identifiant les caractéristiques et les objectifs de ces pratiques. Pour ce faire, trois questions de recherche ont été étudiées à savoir : 1) que se fait-il comme pratiques d’accompagnement en FGA, 2) quels sont les objectifs poursuivis par ces pratiques et, enfin, 3) quelles sont les caractéristiques de ces pratiques? Cette étude s’appuie sur l’approche de la sociologie de l'éducation de François Dubet (1994) et propose d’examiner trois dimensions (pédagogique, personnelle et sociale) et sept formes de pratiques d’accompagnement de l’élève : le tutorat, le counseling, le compagnonnage, l’entraide par les pairs, le mentorat, le cybermentorat et les pratiques pédagogiques des enseignants. La démarche étant d’établir un ensemble de pratiques d’accompagnement de l’élève comme il se présente dans le milieu, puisque toutes les pratiques d'accompagnement n’avaient pas été, avant notre recherche, répertoriées en tant que telles. Les résultats obtenus permettent de constater la présence d’un déploiement important de plusieurs pratiques d’accompagnement de l’élève en FGA incluant les pratiques pédagogiques des enseignants. En effet, le tutorat et le counseling sont deux pratiques qui obtiennent des scores importants. De plus, il aura été possible de documenter de façon assez complète les pratiques pédagogiques des enseignantes dites « d’accompagnement de l’élève » et de comprendre l’articulation de l’ensemble de ces pratiques avec la réussite de l’élève au sein de l’école. Au terme de cette recherche, deux sources de connaissances ont été mises en évidence. D’abord, la première découle des composantes issues du modèle théorique à l’étude, ensuite, la deuxième concerne l’explicitation des pratiques pédagogiques des enseignants. Dans les deux cas, les résultats, ainsi que les analyses, révèlent le caractère central de la dimension pédagogique dans l’accompagnement de l’élève en FGA, ce qui nous renvoie à l’importante contribution, en matière d’accompagnement de l’élève en FGA, de l’enseignant, puisque ce dernier inclut l’accompagnement de l’élève dans l’acte même d’enseigner.
With a view to developing and refining the tools needed to better solve the problem of school drop-out rates, this research interests itself in the accompaniment of the student and the resulting success in the school. It is addressed to the 16 to 24 year old students that are attending Québec’s FGA Education Centres. The general objective is describing what practices are used to accompany the student toward success while also identifying and describing the characteristics and objectives of said practices. In order to achieve this goal, three research questions have been studied, namely: 1) what are the accompaniment methods used in FGA; 2) what are the objectives sought with the use of these methods, and; 3) what are the characteristics of these methods? This research leans on the approach of sociology of education developed by François Dubet (1994), and proposes to examine three dimensions (pedagogical, personal, and social) as well as seven methods of student accompaniment: tutoring, counselling, pair work, assistance between peers, mentoring, cyber-mentoring, and teacher pedagogical methods. The undertaking is aimed at establishing a group of accompaniment practices for the student in his environment. All of these practices, prior to our research, had never been tabulated. The results obtained permit us to observe an important deployment of several accompaniment methods in use in FGA, including the teachers’ own pedagogical methods. In fact, tutoring and counselling are two methods that score high marks. In addition, this research has helped make it possible to document in a rather complete manner the teachers’ pedagogical methods in said student accompaniment, and to understand the dynamics of these methods in student successes at school. Upon the completion of this research, two sources of knowledge stand out. The first one emanates from the components of the theoretical model presently being studied, while the second relates to the specificity of the teachers’ pedagogical methods. In both cases the results, as well as the analyses, reveal the importance of the pedagogical dimension with respect to accompanying the FGA student, which in turn leads us back to the important contribution made by the teacher in student accompaniment in FGA, as in fact the teacher includes student accompaniment in the actual practice of teaching.
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Bücher zum Thema "Tutor's guide"

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Hill, Nigel. Marketing: A tutor's guide. Sunderland: Business Education Publishers, 1989.

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South African Institute for Distance Education. Supporting distance learners: A tutor's guide. Cape Town: Francolin Publishers, 1998.

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Jaquie, Daniels, Hrsg. Developing student support groups: A tutor's guide. Aldershot, Hampshire, England: Gower, 1998.

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Rafoth, Ben. A Tutor's Guide: Helping Writers One to One. 2. Aufl. Portsmouth, NH: Boynton/Cook, 2005.

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Thorne, Marie L. Interpersonal skills for women managers: A tutor's guide. Bristol: Bristol Polytechnic, 1985.

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Slonosky, Clare. Looking ahead : a tutor's guide to lesson planning. Saint John, NB: Laubach Literacy of Canada, 1989.

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A, Rafoth Bennett, Hrsg. A tutor's guide: Helping writers one to one. 2. Aufl. Portsmouth, NH: Boynton/Cook Publishers, 2005.

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A, Rafoth Bennett, Hrsg. A tutor's guide: Helping writers one to one. Portsmouth, NH: Boynton/Cook Publishers : Heinemann, 2000.

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Royal Society of Arts. Examinations Board. Computer literacy and information technology file management: Dos (522) : Tutor's guide. Coventry: RSA, 1995.

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Kaufman, Maurice. The literacy tutor's handbook: A guide for planning, assessment, and instruction. Norwood, Mass: Christopher-Gordon Publishers, 2006.

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Buchteile zum Thema "Tutor's guide"

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Fanthome, Christine. „Understanding Employers’ and Tutors’ Perspectives“. In Work Placements — A Survival Guide for Students, 77–87. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-08191-9_7.

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Di Eugenio, Barbara, Davide Fossati und Nick Green. „A Practical Guide to Extending ChiQat-Tutor“. In Intelligent Support for Computer Science Education, 163–72. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315168067-10.

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Mian, Shiven, Mononito Goswami und Jack Mostow. „What’s Most Broken? Design and Evaluation of a Tool to Guide Improvement of an Intelligent Tutor“. In Lecture Notes in Computer Science, 283–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7_24.

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Korhonen, Tiina, Timo Lindqvist, Joakim Laine und Kai Hakkarainen. „Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning“. In AI in Learning: Designing the Future, 195–213. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_12.

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AbstractAdvances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.This chapter reflects on the pedagogical setting of immersive virtual reality-based hard skills training guided by an AI tutor software agent. We examine the interfacing of traditional intelligent tutoring system (ITS) software with an immersive virtual environment. Further, we suggest the philosophies of embodied, embedded, enacted, and extended (4E) cognition as a way to fully consider learner epistemology in a virtual world and to account for and make full use of the unique opportunities afforded by the synthetic nature of the immersive virtual learning environment.To explore possibilities for improved pedagogical approaches, we project the 4E cognition approach into the abovementioned learning context and outline a theoretical framework for a VR-native AI tutor. We then propose VR-native pedagogical principles for such as framework that could inform follow-on research.
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Uden, Lorna, und Chris Beaumont. „The Tutor's Role“. In Technology and Problem-Based Learning, 65–86. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-744-7.ch004.

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Traditionally, learning has been dominated by explanation and by organisation of a body of knowledge. A typical mode of learning is that the teacher initiates the question, generally aimed at getting the student to display his or her knowledge. The student then responds and the teacher evaluates the response. The aim is often focused on having students learn facts. In PBL, learning is said to be student-centered, with students driving the discussion and teacher serving as guide on the side. Two essential factors that affect the success of a PBL curriculum are: the tutor’s understanding of the educational theories underlying PBL and the group process in the tutorial. Understanding the role of teacher in student-centered learning is important in being able to implement PBL effectively. The facilitatory skills of the teacher are central to the success of PBL. This chapter describes the role of the tutor in PBL. It begins with a brief review of factors such as commitment, resources, design of a good problem or trigger, and assessment of learning. Subsequent sections of the chapter are devoted to the role of the tutorial. This includes skills that a good tutor should possess in order to implement PBL effectively.
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„A note for tutors“. In A Guide to Classroom Observation, 29. Routledge, 2003. http://dx.doi.org/10.4324/9780203393253-10.

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Tyler, James, und Paul Sparks. „A Guide to Playing the Neapolitan Mandoline*“. In The Early Mandolin, 105–37. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198163022.003.0009.

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Abstract Several of the Paris tutors give illustrations of the mandoline; Leone, Denis, and Corrette (see Illustrations 6–9). The Corrette example is quite unlike any known instrument of the period and seems to be simply the result of poor drawing; however the other three drawings offer us a great deal of in formation.
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Vanin, Luca, Stefano Castelli, Alessandro Pepe und Loredana Addimando. „An Academic Guidance Model to Orient Distance Students“. In Encyclopedia of Information Communication Technology, 1–9. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch001.

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This chapter begins with an analysis of a distance degree in psychological sciences. The structure of the course includes a national centre, faculties of different universities, and technological centres. The technological centres, located both in Italy and abroad, are facilities available to students, and are equipped with all the technology necessary to follow the distance courses (personal computers, satellite connections, internet connections, etc.). These locations constitute actual meeting points for students, teachers and tutors, thus allowing for face-to-face exams and seminars, as well for videoconferencing. The student is guided by a new figure, the e-tutor, who facilitates online learning and communication processes.
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Badgett, Alison. „Integrating Service Learning With Systemic Change“. In Cases on Academic Program Redesign for Greater Racial and Social Justice, 281–302. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8463-7.ch014.

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This chapter examines the redesign of the Petey Greene Program (the PGP), which prepares undergraduate and graduate student volunteers at 30 higher education institutions to tutor people in prison. Through a redesign process, the PGP shifted from a service learning organization that only supplements existing prison education programs with volunteer tutors to one that also pursues systemic improvement in educational access for justice-impacted people and facilitates volunteer activism. The chapter explores how service learning programs may perpetuate unjust systems if they are not integrated into systemic change initiatives and offers a guide for using service learning programs as a platform for pursuing systemic change. The case study illustrates how higher education institutions can partner with external organizations to educate justice-oriented citizens who understand and address the structural root causes of injustice.
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„Dyslexia and dyspraxia: A quick guide for subject tutors“. In Dyslexia, 104–8. Routledge, 2007. http://dx.doi.org/10.4324/9780203961308-19.

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Konferenzberichte zum Thema "Tutor's guide"

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Rossi, Diego, Victor Ströele, Fernanda Campos, Regina Braga und José Maria N. David. „Identifying pedagogical intervention in MOOCs learning processes: a conversational agent proposal“. In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218441.

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Monitoring students in virtual learning environments can be a time-consuming task. Professors and tutors must accompany students in an agile manner. During the COVID-19 pandemic, the use of discussion forums posed new challenges. This work proposes a conversational agent to automatically detect which pedagogical intervention is necessary to guide students in MOOCs environments. Through the attributes of the students' post messages, it is possible to classify which action will be carried out by the agent, applying specific dialogue patterns. In some more specific cases, the tutor's attention is immediately requested. The proposal was evaluated through a feasibility study to verify if semantic detection can contribute to guide the intervention process. According to the results, it is possible to support the tutor, as only 35.2% of interactions required the tutor's action.
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Smangele Ntuli, Cynthia, und Mishack Gumbo. „Africanisation of Tutor Support in Open Distance Learning [Abstract]“. In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5158.

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Aim/Purpose. This phenomenological qualitative study explores the views of Unisa students and tutors on the Africanisation of tutor support in Open Distance Learning by taking the African worldview of students into account. Background. Tutor support is a widely used phenomenon in different spheres of education including institutions of higher learning to promote equity of access and fair chances of success for all. The University of South Africa (Unisa) is making a concerted effort to support its students by providing various programmes to enhance the success and this includes tutorial support. However, the tutor support being offered lacks African perspectives and approaches. Methodology. A qualitative phenomenological design was used in this study. Data were collected through face-to-face (F2F) interviews from the tutors who teach the students and students at Unisa regions. Data was also collected through focus groups from the students. Contribution. Africanising tutor support will contribute toward the Africanising of the academic project that Unisa has started to implement from a transformation point of view. Findings. The findings showed that a lot still needs to be done to transform tutor support at Unisa by ensuring the inclusion of African cultural perspectives and approaches in tutor support to suit the majority of African students who are enrolled at Unisa. Recommendations for Practitioners. Africanisation should not only be confined to the academic programmes but primary lecturers, who are represented by tutors in the regions, and the tutors, should transform tutor support to suit the teaching of the modules from the programmes. Recommendations for Researchers. The findings of the study can inspire further research on Africanisation of tutor support considering the Africanisation of the academic project that Unisa is embarking on. Impact on Society. The findings of the study could increase the interest of African students in learning by making not only the programmes relevant to their worldview but tutor support as well. Future Research. The study can trigger future research on the impact of students’ culture on guided learning and tutor-student interaction as far as tutoring is concerned.
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Fisher, Wendy, Cyndi Rader und Tracy Camp. „Online programming tutors or paper study guides?“ In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757637.

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Fischer, Kerstin. „Human tutors intuitively reduce complexity in socially guided embodied grammar learning“. In 2012 RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2012. http://dx.doi.org/10.1109/roman.2012.6343861.

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5

Jin, Wei, und Albert Corbett. „CAL programming tutors that guide students in solving problems and help students building skills“. In the seventh international workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2016911.2016933.

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Helleken, Tom, Lisa-Marie Langesee und Anne Jantos. „BRIDGING THE GAP: A GUIDE FOR COMPETENCE IMPROVEMENT METHODS FOR E-TUTORS IN HIGHER EDUCATION“. In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0121.

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7

Pontual Falcão, Taciana, Verenna Oliveira, Samuel Souza, Giuseppe Fiorentino, José Rodrigues Neto, João Victor Galdino, Gabriel Alves und Rafael Ferreira Mello. „Tutoria: Supporting Good Practices for Providing Written Educational Feedback“. In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225074.

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In learning processes, feedback given by instructors is essential to guide students and help them improve from their mistakes. However, in higher education, instructors feel unable to give quality and timely feedback due to work overload and lack of time. As online classes became dominant due to the Covid 19 pandemic, and with increasing numbers of students per class, giving feedback beyond grades is even less realistic. Software tools to support feedback processes typically focus on automatic messages, which is not ideal as they lack personalization. Aligned with more recent research which suggests a broader perspective on the feedback process, we propose a software tool to help instructors construct quality written feedback efficiently. Through iterative user-centered design and applying artificial intelligence techniques, we developed functionalities that support correction of activities and allow building personalized written feedback, thus allowing instructors to give quality feedback to large groups, within realistic time frames.
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Xia, Sean, Zsuzsanna Keri, Matthew S. Holden, Rebecca Hisey, Hillary Lia, Tamas Ungi, Christopher H. Mitchell und Gabor Fichtinger. „A learning curve analysis of ultrasound-guided in-plane and out-of-plane vascular access training with Perk Tutor“. In Image-Guided Procedures, Robotic Interventions, and Modeling, herausgegeben von Robert J. Webster und Baowei Fei. SPIE, 2018. http://dx.doi.org/10.1117/12.2293789.

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„A NOVEL TUTOR-GUIDED PLATFORM FOR INTERACTIVE AUGMENTED REALITY LEARNING“. In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003337600880093.

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Alse, Kavya, Mukund Lahoti, Meenakshi Verma und Sridhar Iyer. „GATutor: A Guided Discovery Based Tutor for Designing Greedy Algorithm“. In 2015 IEEE Seventh International Conference on Technology for Education (T4E). IEEE, 2015. http://dx.doi.org/10.1109/t4e.2015.26.

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