Relevant bibliographies by topics / Tutorial roles

Academic literature on the topic 'Tutorial roles'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Tutorial roles.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Tutorial roles"

1

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 text
Abstract:
In this paper we identify roles and uses of web-based tutorials through an examination of tutorials’ comments sections. Through this analytical lens, we find that web tutorials serve a variety of needs, providing: in-task help for users with an immediate, specific goal to accomplish; a means for users to proactively expand their repertoire of skills; and an opportunity for novices to shadow and experience an expert’s work practices. We also find a number of emergent practices in tutorial comments. Users post “help-me” stack traces, a type of comment useful for debugging tutorial content; use comments sections as opportunistic support forums; and turn to comments sections for social and technical validation of their personal skill sets. Collectively, these findings enrich existing perspectives on web-based tutorials and argue for new mechanisms to support these various use cases.
APA, Harvard, Vancouver, ISO, and other styles
2

Álvarez 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 text
Abstract:
El principal objetivo de este trabajo es presentar un modelo integrador de tutoría para los diferentes niveles educativos. Este se ha estructurado en dos grandes apartados: un primer apartado donde se desarrollan una serie de aspectos previos, que permitirán contextualizar la tutoría en el momento presente (la acción tutorial como un factor de calidad de la educación, las fortalezas y debilidades del modelo tutorial actual, la función docente y la función tutorial, los nuevos roles y<br />funciones de la acción tutorial y el marco conceptual de la tutoría); y en un segundo apartado se plantea el modelo integrador de la tutoría, destacando las razones que lo justifican, las características que lo definen, los objetivos y dimensiones a desarrollar, las estrategias de intervención y el modelo organizativo más adecuado para su puesta en práctica.
APA, Harvard, Vancouver, ISO, and other styles
3

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 (March 2019): 64–76. http://dx.doi.org/10.1177/2096531119840871.

Full text
Abstract:
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: Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry, including (1) the positive and negative washback on mainstream education, (2) the lack of strict regulation of the quality of tutors and advertisements, and (3) how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue. Originality/Value: This article, to the best of the author’s knowledge, is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee, a tutor, and a researcher. It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.
APA, Harvard, Vancouver, ISO, and other styles
4

Reed, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamilton, 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 text
Abstract:
In the Spring term of 2021, I performed two online tutorial-based teaching roles. One was with groups of second year university Statistics students; the other was with groups of Year 11 GCSE Mathematics students. In this essay I aim to compare those experiences and draw out some learnings for PGR teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
6

Lopez 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 text
Abstract:
<p>Este estudio forma parte de la tesis doctoral “Significados de la tutoría universitaria desde la percepción de los profesores”, finalizada en 2012. El propósito ha sido comprender los significados de la tutoría en la universidad a través de la percepción de los profesores, conocer cómo influye este escenario en la forma de entender la tutoría y profundizar en las relaciones profesor-estudiantes en dicho contexto. Metodología: investigación cualitativa, método de estudio de casos, instrumental y múltiple. Los casos han sido la Universidad Pública y Privada. Resultados: El análisis produce seis dominios interrelacionados: Ser y ejercer de profesor en mi universidad, discusión sobre la reforma en Educación Superior y sus implicaciones en la acción tutorial, los múltiples significados de la tutoría, ser y ejercer de estudiante: la pieza que ignora el sistema, ser y ejercer de tutor y, la tutoría como espacio docente y de relación.</p><p>En este artículo se expone el dominio “Ser y Ejercer de tutor” por ser uno de los temas más relevantes en el estudio. Se identifican elementos que inciden en el significado de ser y hacer de tutor, así como los roles, estrategias y acciones en tutoría. Conclusiones: En el “ser tutor” influye el tipo de universidad, “ser profesor” y el sentido de la tutoría para estos. La función tutorial se adquiere, no se improvisa. Los programas de formación del profesorado deben ser potentes instrumentos de cambio, de significados en torno a la docencia y de actitudes hacia la tutoría. </p><p> </p>
APA, Harvard, Vancouver, ISO, and other styles
7

Nakanuma, Yasuni. "Tutorial Review for Understanding of Cholangiopathy." International Journal of Hepatology 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/547840.

Full text
Abstract:
The biliary tree consists of intrahepatic and extrahepatic bile ducts and is lined by biliary epithelial cells (or cholangiocytes). There are also peribiliary glands around the intrahepatic large bile ducts and extrahepatic bile ducts. The biliary tree is a conduit of bile secreted by hepatocytes and biliary epithelial cells and also of the peribiliary glands and has several physiological roles. A number of diseases affect mainly the intrahepatic and extrahepatic biliary tree, and, in this special issue, these cholangiopathies are reviewed in detail with respect to genetics, pathogenesis, and pathology. In this paper, the anatomy and physiology of the biliary tree, basic injuries to biliary epithelial cells from stress and bile duct damage, and representative cholangiopathies are briefly reviewed.
APA, Harvard, Vancouver, ISO, and other styles
8

HUBBARD, 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 text
Abstract:
According to the dichotomy popularized by Levy (1995, 1997), computers may be used in language learning in either tutor or tool roles. Recently there has been a waning of interest in tutorial software for language learning in favor of tool-oriented applications. While we do not dispute the value of the computer as a tool, we argue that it is in the best interest of CALL practitioners and language teachers in general to be better informed about the realities of tutorial software so that the field can continue to grow and mature along multiple paths. In support of this position, we present a case for placing tutorial CALL back into the mainstream of the field. After a discussion of several common myths about tutorial CALL, we offer six reasons as to why tutorial CALL has been marginalized. We follow with some evidence that, despite the presence of these myths and this marginalization, CALL practitioners around the world continue to find tutorial CALL appealing for research and development. Specifically, we review the presentations at four major CALL Conferences in 2002 and classify them as primarily focused on tutor or tool uses. Although tool-oriented applications dominate overall, the results show a strong continuing interest in tutorial applications as well. We conclude with proposals for (1) reconsidering the dichotomous nature of the tutor-tool distinction, (2) changing the defining characteristic of tutorial CALL from evaluation to teaching presence, and (3) suggesting several aspects of language learning that tutorial CALL is best suited to support, given the present state of technology.
APA, Harvard, Vancouver, ISO, and other styles
9

Perryman, 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 text
Abstract:
Purpose The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their families with preparing for their future. An appreciation and awareness of pertinent assessments, functional goals, and factors associated with successful postsecondary outcomes are essential competencies that SLPs need when planning for the transition process. SLPs are ideal workforce development partners. They facilitate independence, communication, and interaction skills necessary for postsecondary and workplace success. Speech-language services are one of the most common special education services received by high school students with Individualized Education Programs. However, SLPs receive little preparation on the specifics or nuances of transition planning prior to working in the educational settings, despite the high incidence of speech-language services in secondary education. Method This tutorial reviews and synthesizes research findings related to assessment planning, goal-setting, and Individualized Education Program implementation for achieving meaningful postsecondary transitions for students with ASD. Additionally, it highlights some of the key postsecondary skillsets related to speech-language therapy services, including the development of self-determination, self-advocacy, social competence, and adaptive behaviors. Conclusion Greater focus on higher quality transition planning requires SLPs to develop high levels of knowledge and competencies in the transition planning process. This tutorial educates clinicians on the unique challenges faced by individuals with ASD and provides evidence-based strategies to help students and families successfully plan for and navigate postsecondary transitions.
APA, Harvard, Vancouver, ISO, and other styles
10

Sweeney *, 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 text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Tutorial roles"

1

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 text
Abstract:
Includes bibliographical references (leaves 104-108).
Group 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.
APA, Harvard, Vancouver, ISO, and other styles
2

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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Smith, 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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Evertsz, Rick. "The role of the crucial experiment in student modelling." Thesis, Open University, 1990. http://oro.open.ac.uk/56448/.

Full text
Abstract:
As the range of models which tutoring systems can capture is extended, efficient diagnosis becomes more difficult. This thesis describes a solution to this problem based on the generation of 'Critical Problems'; their role in student modelling is analogous to that of the 'Crucial Experiment' in science. We argue that great diagnostic power can be obtained by generating discriminatory problem examples. In general, efficient diagnosis is just not possible without such an hypothesis-testing capability. We describe a program, PO, which given a pair of production rule models and a description of the class of problems which the student must solve, generates an abstract specification of the problems which discriminate between those two hypotheses. Through a process termed 'Abstract Interpretation', PO tips the balance in favour of diagnostic measurement. The key to this problem lies in the realisation that we are only interested in the abstract mapping between a model's inputs and outputs; from the point of view of generating a Critical Problem, the intermediate processing of the model is irrelevant.
APA, Harvard, Vancouver, ISO, and other styles
5

Hartanto, 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 text
Abstract:
This research showed that one solution that can be used to help the students learn how to program is by providing a system that can behave like a tutor to teach the students individually. An intelligent tutoring system named CSTutor was built in this research to assist the students. CSTutor asks the student to write programs in a role playing environment, presenting the most appropriate tasks to the students, and provides help to the students' problems.
APA, Harvard, Vancouver, ISO, and other styles
6

Blanco-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 text
Abstract:
Thesis (MPhil)-- Stellenbosch University, 2013.
Introduction: 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.
APA, Harvard, Vancouver, ISO, and other styles
7

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 text
Abstract:
This thesis focuses on personal tutoring and pastoral support and guidance in a Further Education College. In this study, I explore the relational dynamics and social construction of the role of the personal tutor and reveal alternative discourses concerned with the emergence of the ‘therapeutic’ in the sector. Within the current audit culture of Further Education, new pedagogies of practice are emerging in response to Government policy, regulation and control and I illuminate their impact upon the sector, noting the sites of conflicts for personal tutors engaged in the labour process as they mediate the ‘emotional learning agenda’. The research includes interview data from twenty personal tutors and nine senior managers (senior tutors), and also includes data from two focus groups. The twenty personal tutors are representative of a breadth of courses across the institution from Foundation Degree to Special Needs, teaching a range of subjects from Marine Science to Performing Arts. The focus groups represent new full-time and part–time trainees to the profession attending the Initial Teacher Training Course. The data was collected over two years from 2006, in a Further Education College in the South West of England called ‘Pendene’. Policy documents including Ofsted reports were also incorporated into the study as secondary data sources. In this research, I reveal that personal tutors at Pendene College were investing time and energy in the emotional lives of their students, in response to policy and practices related to retention and achievement which challenges the arguments from Ecclestone (2004), Furedi (2003) and Ecclestone and Hayes (2009) concerned with the expansion of therapy culture in Further Education. This significantly suggests a paradigmatic shift in the culture of pastoral care within the post-compulsory sector, one driven by the economics of retention. However, not all students were engaged in pastoral support and guidance and this study reveals a group labelled the ‘untutored’ who emerge as separate from those ‘needy’ students whom personal tutors support. Personal tutors were also ‘actors’ taking on different roles and analysing this process illuminated their propensity for engagement in emotional labour and labour processes within the hegemonic culture of Further Education.
APA, Harvard, Vancouver, ISO, and other styles
8

Thom, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Kim, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Roodt, 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 text
Abstract:
Thesis (MA)--Stellenbosch University, 2013.
ENGLISH 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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Tutorial roles"

1

Evsin, Maksim, and Valeriy Spesivcev. Financial markets. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045026.

Full text
Abstract:
Tutorial on the discipline "Financial markets" covers all the course topics provided by the curriculum: the role and function of financial markets in the economy; securities market; the derivatives market; institutions of financial markets. Contains a large number of modern examples and test tasks of different difficulty options that will allow to generate the required Federal state educational standards of professional competence. Meets the requirements of Federal state educational standards of higher education of the last generation. For students enrolled in the direction 38.03.01 "Economics", it may be useful to undergraduate students of other areas.
APA, Harvard, Vancouver, ISO, and other styles
2

Dixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Making relationships: Gender in the forming of academic community. New York: Peter Lang, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Garza, Sammy. Beautiful Roses Patterns: Crochet Stunning Rose Tutorials. Independently Published, 2022.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

CHRISTOPHER, Caraway. Amigurumi Beautiful Roses : Crochet Stunning Rose Patterns: Rose Crochet Tutorials. Independently Published, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

ANGELA, Koym. Rose Knitting Tutorials: How to Crochet Stunning Roses Step by Step. Independently Published, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Geoff, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Hargett, Tony. Tutorials of Sushi Rolls Recipes: Beginners Should Follow to Make Sushi for Your Meal. Independently Published, 2022.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Matsuda, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Matsuda, 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 text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Tutorial roles"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Slator, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Vivitsou, 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 text
Abstract:
AbstractThis commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further.
APA, Harvard, Vancouver, ISO, and other styles
4

Priest, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Hollweg, 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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Luhmann, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Inaba, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Madaio, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Williams, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Meletiou, 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 text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Tutorial roles"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Palomares 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 text
Abstract:
Resumen:En este trabajo presentamos el diseño, desarrollo y evaluación de una actividad para trabajar la competencia “Trabajo en Equipo y Liderazgo” (CT6). Esta actividad se desarrolló en el marco de una Sesión Tutorial del programa PATU (Plan de Acción Tutorial Universitario) de la UPV, durante el primer cuatrimestre del curso 2016-2017, en la asignatura Informática de Gestión (IG) del primer curso del Grado de Turismo (GT) que se imparte en de la Escuela Politécnica Superior de Gandia (EPSG). El objetivo principal era trabajar y evaluar la CT6 con el requisito de que la actividad propuesta estuviera integrada con los contenidos propios de la asignatura. La actividad consistió en la preparación, en un periodo de tiempo limitado (30 minutos), de una única presentación sobre el turismo en la provincia de Valencia. Para coordinar el desarrollo de la actividad se asignaron diferentes roles a los alumnos en función de su posición en la clase. Los alumnos tuvieron que preparar pequeñas presentaciones sobre temáticas y zonas específicas, que se fueron integrando en presentaciones más amplias hasta tener una única presentación. El resultado fue evaluado por los alumnos mediante una encuesta de satisfacción que puso de manifiesto el cumplimiento de los objetivos previstos.Palabras clave:Competencia Transversal, Trabajo en Equipo, Liderazgo, Punto de Control, Tutoría, Grado en Turismo, Rol, Coordinación
APA, Harvard, Vancouver, ISO, and other styles
3

de 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 text
Abstract:
The teaching and learning of a complex section in Theoretical Computer Science 1 in a distance-education context has been enhanced by a supplementary interactive e-learning system with tutorial and practice functionality in a classic computer-aided instruction (CAI) style. A participative action research process was used to develop, evaluate and refine the application over a longitudinal period. Case studies are presented of evaluations by four different methods - questionnaire surveys, interviews, heuristic evaluation and a post-test. Their respective findings, relating to functionality, usability and contributions to learning, are given and discussed. The findings lead to reflection and lessons are learned regarding the design of e-learning applications. In an overview, the complementary roles of different evaluation techniques are discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Bastida-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 text
Abstract:
Group tutorials are becoming an ever-increasing learning methodology in University education due to the continuous knowledge feedback among students. Despite the positive impact of such kind of sessions on students, their previous organization phase remains most of the times misleading. The traditional way of arranging a group tutorial through e-mail normally results in a long and ineffective method mainly caused by the different schedule availability between the professor and the different students. Is in this context where Doodle arises as a virtual application to enhance this first group tutorial phase. Generally, Doodle allows users to schedule meetings in a quick, effective and free way: the organizer creates a new meeting, proposes different schedule options and invites the other participants through an e-mail invitation or a link created by Doodle. Then, participants vote for the schedule options that best fit their availability, so that the final meeting schedule is selected democratically. In the University context, professors would play the role of organizers and students of participants, respectively. In this paper, we analyze the application of Doodle in the organization of a group tutorial of students of Electrical Circuits from the Bachelor Degree in Electrical Engineering (Polytechnic University of Valencia). Particularly, the tutorial was formed by six students and the professor, and took place in the Department of Electrical Engineering. After the meeting, the students answered a survey. Their answers reveled the positive acceptance of Doodle among them in terms of efficiency and ease of use. 100% of them agree on its suitability for arranging future group tutorials. Moreover, a comparative study demonstrated that using Doodle instead of e-mail while arranging a group tutorial leads to an average of up to 64% reduction in process time.
APA, Harvard, Vancouver, ISO, and other styles
5

Aliza, 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 text
Abstract:
ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Wiley, Google Scholar, dan Sciendirect. The inclusion criteria were English-language and full-text articles published between 2000 and 2019. The data were selected by the PRISMA flow chart. Results: Ten articles from total of 803 articles found. It was divided into two categories: Elements in the preceptorship model and application of preceptorship. Preceptorship can help preceptors to improve teaching effectiveness and create an effective learning environment so that preceptors can perform clinical skills to improve the quality of education. The problem that arises in preceptorship in many student reports is the difficulty students experience in finding their clinical practice area. Professional organizations provide several solutions to the issues that occur in a preceptorship, one of which is paying attention to student attendance and facilitating students to give input and ideas. Conclusion: The application of the principles in the practice of midwifery clinics varies because the guideline instruments are not standardized. Keywords: Perspectives, Preceporship, Students, Midwifery Correspondence: Ana Dyah Aliza, Universitas ‘Aisyiyah Yogyakarta. Jalan Ringroad Barat No.63, Mlangi, Nogotirto, Gamping Sleman, Yogyakarta, Email: anadyahaliza@gmail.com Mobile: 085600072744. DOI: https://doi.org/10.26911/the7thicph.03.43
APA, Harvard, Vancouver, ISO, and other styles
6

Màrquez, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Steinberg, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Francis, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

McDermott, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Core, 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 text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Tutorial roles"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

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/ada303584.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wilkins, 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Tutorial roles' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography