Academic literature on the topic 'Tutorial roles'
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Journal articles on the topic "Tutorial roles"
Lafreniere, Ben, Andrea Bunt, Matthew Lount, and Michael Terry. "Understanding the Roles and Uses of Web Tutorials." Proceedings of the International AAAI Conference on Web and Social Media 7, no. 1 (August 3, 2021): 303–10. http://dx.doi.org/10.1609/icwsm.v7i1.14413.
Full textÁlvarez González, Manuel. "Hacia un modelo integrador de la tutoría en los diferentes niveles educativos." Educatio Siglo XXI 35, no. 2 Julio (July 14, 2017): 21. http://dx.doi.org/10.6018/j/298501.
Full textYung, Kevin Wai-Ho. "Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry." ECNU Review of Education 2, no. 1 (March 2019): 64–76. http://dx.doi.org/10.1177/2096531119840871.
Full textReed, Nicholas L., and Tehshik P. Yoon. "Oxidase reactions in photoredox catalysis." Chemical Society Reviews 50, no. 5 (2021): 2954–67. http://dx.doi.org/10.1039/d0cs00797h.
Full textHamilton, Ian. "Comparison of University and School Tutorial Teaching." Journal of PGR Pedagogic Practice 1 (November 9, 2021): 56–63. http://dx.doi.org/10.31273/jppp.vol1.2021.935.
Full textLopez Martin, Inmaculada, Purificación González Villanueva, and Paloma Julia Velasco Quintana. "Ser y Ejercer de tutor en la universidad." REDU. Revista de Docencia Universitaria 11, no. 2 (August 29, 2013): 107. http://dx.doi.org/10.4995/redu.2013.5569.
Full textNakanuma, Yasuni. "Tutorial Review for Understanding of Cholangiopathy." International Journal of Hepatology 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/547840.
Full textHUBBARD, PHILIP, and CLAIRE BRADIN SISKIN. "Another look at tutorial CALL." ReCALL 16, no. 2 (November 2004): 448–61. http://dx.doi.org/10.1017/s0958344004001326.
Full textPerryman, Twyla, Lacey Ricks, and Labrita Cash-Baskett. "Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents With Autism Spectrum Disorders." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 899–913. http://dx.doi.org/10.1044/2020_lshss-19-00048.
Full textSweeney *, Jill, Tom O'donoghue, and Clive Whitehead. "Traditional face‐to‐face and web‐based tutorials: a study of university students' perspectives on the roles of tutorial participants." Teaching in Higher Education 9, no. 3 (July 2004): 311–23. http://dx.doi.org/10.1080/1356251042000216633.
Full textDissertations / Theses on the topic "Tutorial roles"
Koontse, Reuben Double. "The role of tutors in the effectiveness of cooperative learning physics tutorials." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/6531.
Full textGroup problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session.
Saunders, Daniel M. "Developing student-centred learning within higher education through simulation gaming and innovation." Thesis, University of South Wales, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284892.
Full textSmith, Antony T. "The middle school literacy coach : roles, contexts, and connections to teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7557.
Full textEvertsz, Rick. "The role of the crucial experiment in student modelling." Thesis, Open University, 1990. http://oro.open.ac.uk/56448/.
Full textHartanto, Budi. "Incorporating anchored learning in a C# intelligent tutoring system." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78834/1/Budi_Hartanto_Thesis.pdf.
Full textBlanco-Blanco, Ernesto V. "Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85691.
Full textIntroduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.
Menary, Alvinia. "Retention or therapy? : the role of personal tutoring in a Further Education College." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11381.
Full textThom, Carol Ann Wene. "The application of stasis theory to the role of peer tutoring in writing centers." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/756.
Full textKim, Sara Nan-Soon. "The role of visual concept acquisition, outcome measure, and interface design in the evaluation of a computer-based multimedia tutorial, Urinalyasis Tutor /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7550.
Full textRoodt, Jolette. "The role of a tutoring programme in a first-year English course : student and tutor perceptions." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85815.
Full textENGLISH ABSTRACT: Over the last two decades, the deteriorating academic performance of first-year university students has led to the implementation of teaching and learning interventions, such as tutorial programmes, in various subjects at universities world-wide, including in South Africa. The changing nature of higher education has also led to the incorporation of more student-centred teaching approaches (such as tutorials) along with the traditional teacher-centred approaches (such as lectures). Consequently, tutorial programmes have become the topic of many research projects aimed at describing the function or operation of these programmes, or assessing their efficacy. As a compulsory or potentially compulsory subject for at least seven courses in three faculties at Stellenbosch University, English 178 has one of the highest annual student intakes at the institution. Considering the important role the subject is generally perceived to play in equipping all manner of students for the professional environment, it was imperative that the English 178 course’s primary learning intervention – its tutorial programme – be thoroughly evaluated in order to ensure its usefulness and the accomplishment of its purposes. This study investigated the role of tutors in the achievement of the English 178 course outcomes as perceived by students and tutors respectively. A combination of qualitative and quantitative research methods were employed to effect this assessment. The study found that when students arrive at English 178, they are underprepared for academic writing. According to the results, the course then equips students for the more basic aspects of this skill, such as formulating and developing an argument, and structuring an academic essay. However, advanced skills such as independent research and referencing are still problematic for many students by the end of English 178. In supporting students to acquire these academic skills, tutors have four roles, according to student and tutor perceptions: expositor, chairperson, teacher, and scaffolder. Based on these results, the English 178 course can be seen as an example of facilitated textual enquiry (FTE), a teaching and learning model introduced by this study, which constitutes a selective application of problem-based learning (PBL) principles to literary studies. FTE entails the scaffolded, partially-guided instruction of close reading, critical thinking and academic writing skills by a tutor-facilitator. The study posits that this type of model is indispensable in the achievement of course outcomes in the 21st-century academic landscape.
AFRIKAANSE OPSOMMING: In die afgelope twee dekades het eerstejaar-universiteitstudente se verswakkende akademiese prestasie gelei tot die implementering van onderrig- en leerintervensies, soos tutoriaalprogramme, in verskeie vakke aan universiteite wêreldwyd, insluitend in Suid-Afrika. Die veranderende aard van hoër opvoeding het ook gelei tot die inlywing van meer studentgesentreerde onderrigbenaderings (soos tutoriale) by tradisionele dosentgesentreerde benaderings (soos lesings). Gevolglik het tutoriaalprogramme die onderwerp van vele navorsingsprojekte geword wat daarop gemik is om die funksie of werking van hierdie programme te beskryf, of die doeltreffendheid daarvan te assesseer. As ’n verpligte of potensieel verpligte vak vir ten minste sewe kursusse in drie fakulteite by die Universiteit Stellenbosch het Engels 178 een van die hoogste jaarlikse studente-innames aan die instelling. Gegewe die belangrike rol wat die vak volgens algemene persepsie speel in die toerusting van allerlei studente vir die professionele omgewing, was dit noodsaaklik dat die Engels 178-kursus se primêre leerintervensie – die tutoriaalprogram – deeglik geëvalueer word om die dienstigheid en die vervulling van die doelwitte daarvan te verseker. Hierdie studie het die rol van tutors in die bereiking van die Engels 178-kursusuitkomste ondersoek vanuit die oogpunt van onderskeidelik studente en tutors. ’n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om hierdie assessering te doen. Die studie het gevind dat wanneer studente by Engels 178 aankom, hulle ondervoorbereid is vir akademiese skryf. Volgens die resultate rus die kursus hulle dan toe vir die meer basiese aspekte van hierdie vaardigheid, soos om ’n argument te formuleer en ontwikkel, en om ’n akademiese opstel te struktureer. Gevorderde vaardighede, soos onafhanklike navorsing en verwysings, is egter teen die einde van Engels 178 steeds vir baie studente problematies. Wanneer tutors studente ondersteun om hierdie akademiese vaardighede aan te leer, het hulle volgens studente en tutors se persepsies vier rolle: uitlêer (expositor), voorsitter (chairperson), leermeester (teacher), en steieraar (scaffolder). Gegrond op hierdie resultate kan die Engels 178-kursus gesien word as ’n voorbeeld van gefasiliteerde tekstuele ondersoek (facilitated textual enquiry of FTE), ’n onderrig- en leermodel wat deur hierdie studie bekendgestel word en wat bestaan uit ’n selektiewe toepassing van probleemgebaseerde leerbeginsels op letterkundestudie. FTE behels die gesteierde (scaffolded), gedeeltelik geleide onderrig van stiplees (close reading), kritiese denke en akademiese skryfvaardighede deur ’n tutor-fasiliteerder. Die studie voer aan dat hierdie soort model onontbeerlik is in die bereiking van kursusuitkomste in die 21ste-eeuse akademiese landskap.
Books on the topic "Tutorial roles"
Evsin, Maksim, and Valeriy Spesivcev. Financial markets. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045026.
Full textDixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.
Find full textMaking relationships: Gender in the forming of academic community. New York: Peter Lang, 1997.
Find full textGarza, Sammy. Beautiful Roses Patterns: Crochet Stunning Rose Tutorials. Independently Published, 2022.
Find full textCHRISTOPHER, Caraway. Amigurumi Beautiful Roses : Crochet Stunning Rose Patterns: Rose Crochet Tutorials. Independently Published, 2021.
Find full textANGELA, Koym. Rose Knitting Tutorials: How to Crochet Stunning Roses Step by Step. Independently Published, 2021.
Find full textGeoff, Windle, and University of Lincolnshire and Humberside., eds. Making it happen: Changing roles of learning support staff. [S.l.]: University of Lincolnshire and Humberside, 1998.
Find full textHargett, Tony. Tutorials of Sushi Rolls Recipes: Beginners Should Follow to Make Sushi for Your Meal. Independently Published, 2022.
Find full textMatsuda, Andy. Let's Make Sushi!: Step-by-Step Tutorials and Easy Recipes for Rolls, Nigiri, Sashimi and More from a Master Sushi Chef. Page Street Publishing Company, 2022.
Find full textMatsuda, Andy. Let's Make Sushi!: Step-By-Step Tutorials and Easy Recipes for Rolls, Nigiri, Sashimi and More from a Master Sushi Chef. Page Street Publishing Company, 2022.
Find full textBook chapters on the topic "Tutorial roles"
Gooding, David. "Tutorial 2a: Cognitive History of Science: The Roles of Diagrammatic Representations in Discovery and Modeling Discovery." In Theory and Application of Diagrams, 4. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-44590-0_4.
Full textSlator, Brian M., and Harold “Cliff” Chaput. "Learning by learning roles: A virtual role-playing environment for tutoring." In Intelligent Tutoring Systems, 668–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_167.
Full textVivitsou, Marianna. "Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments." In AI in Learning: Designing the Future, 125–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_8.
Full textPriest, E. R. "The equilibrium of magnetic flux ropes (tutorial lecture)." In Physics of Magnetic Flux Ropes, 1–22. Washington, D. C.: American Geophysical Union, 1990. http://dx.doi.org/10.1029/gm058p0001.
Full textHollweg, Joseph V. "MHD waves on solar magnetic flux tubes tutorial review." In Physics of Magnetic Flux Ropes, 23–31. Washington, D. C.: American Geophysical Union, 1990. http://dx.doi.org/10.1029/gm058p0023.
Full textLuhmann, J. G. "The solar wind interaction with unmagnetized planets: A tutorial." In Physics of Magnetic Flux Ropes, 401–11. Washington, D. C.: American Geophysical Union, 1990. http://dx.doi.org/10.1029/gm058p0401.
Full textInaba, Akiko, and Riichiro Mizoguchi. "Learners’ Roles and Predictable Educational Benefits in Collaborative Learning." In Intelligent Tutoring Systems, 285–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_27.
Full textMadaio, Michael A., Amy Ogan, and Justine Cassell. "The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies." In Intelligent Tutoring Systems, 423–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_51.
Full textWilliams, Betsy, Claire Williams, Nick Volgas, Brian Yuan, and Natalie Person. "Examining the Role of Gestures in Expert Tutoring." In Intelligent Tutoring Systems, 235–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6_28.
Full textMeletiou, George, Cleo Sgouropoulou, and Christos Skourlas. "Quality Assurance in Higher Education: The Role of Students." In Intelligent Tutoring Systems, 427–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_53.
Full textConference papers on the topic "Tutorial roles"
Baker, Collin, Nathan Schneider, Miriam R. L. Petruck, and Michael Ellsworth. "Getting the Roles Right: Using FrameNet in NLP." In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics: Tutorial Abstracts. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/n15-4006.
Full textPalomares Chust, Alberto, and Ana Ábalos Galcerá. "Diseño y Evaluación de una Actividad para Desarrollar el Trabajo en Equipo en Primero de Turismo de la EPSG." In IN-RED 2017: III Congreso Nacional de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/inred2017.2017.6736.
Full textde Villiers, Ruth. "Multi-Method Evaluations: Case Studies of an Interactive Tutorial and Practice System." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2940.
Full textBastida-Molina, Paula, Carlos Vargas-Salgado, Lina Montuori, and Manuel Alcázar-Ortega. "Doodle: an innovative tool for organizing group tutorials in University education." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11883.
Full textAliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.
Full textMàrquez, Lluís. "Semantic role labeling." In Tutorial Abstracts of ACL-IJCNLP 2009. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1667899.1667902.
Full textSteinberg, Richard N., Michael C. Wittmann, and Edward F. Redish. "Mathematical tutorials in introductory physics." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53110.
Full textFrancis, Gregory E. "Effectiveness of tutorials in introductory physics." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53154.
Full textMcDermott, Lillian C., Stamatis Vokos, and Peter S. Shaffer. "Sample class on Tutorials in Introductory Physics." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53118.
Full textCore, Mark G., Johanna D. Moore, and Claus Zinn. "The role of initiative in tutorial dialogue." In the tenth conference. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1067807.1067818.
Full textReports on the topic "Tutorial roles"
Mislevy, Robert J., and Drew H. Gitomer. The Role of Probability-Based Inference in an Intelligent Tutoring System. Fort Belvoir, VA: Defense Technical Information Center, October 1995. http://dx.doi.org/10.21236/ada303316.
Full textMislevy, Robert J., and Drew H. Gitomer. The Role of Probability-Based Inference in an Intelligent Tutoring System. Fort Belvoir, VA: Defense Technical Information Center, October 1995. http://dx.doi.org/10.21236/ada303584.
Full textWilkins, David C. Generic-Role Limited Shells: Explicit Control Knowledge for Learning and Tutoring. Fort Belvoir, VA: Defense Technical Information Center, February 1996. http://dx.doi.org/10.21236/ada307590.
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