Relevant bibliographies by topics / Tutoring

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Tutoring'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Tutoring"

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Eng, Richard. "The Tutoring Industry in Hong Kong: From the Past Four Decades to the Future." ECNU Review of Education 2, no. 1 (March 2019): 77–86. http://dx.doi.org/10.1177/2096531119840857.

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Purpose: This article sheds light on the historical changes in the tutoring industry and discusses the nature and driving forces of tutoring in the Hong Kong context. Based on the historical overview, this article introduces new developments in tutoring and discusses how tutoring fits into the bigger education picture. Design/Approach/Methods: Private tutoring in Hong Kong saw its takeoff in business in the 1980s, when the economy started to boom and parents were more willing to spend money on their children’s education. These parents hoped that their children, by receiving university education, could improve their families’ lives and secure a brighter future. Public examinations were used as a screening tool to select the cream of the crop for university admissions. Therefore, for many local mainstream school students, passing the public examinations with flying colors became the be-all and end-all of their studies. Tutorial schools regarded their fears as an opportunity and devised courses to suit their needs and allay their fears. Findings: More recently, educational reform, declining birth rate, and technological advances have brought challenges for tutoring businesses. They have explored new markets and changed the mode of operation to increase student intake and cut costs. It is expected that local tutorial schools, in particular the big tutorial-school chains, will provide more online courses for learners from early childhood to adult and will reduce the number and scale of off-line courses. Also, we may see a new kind of “star” tutors catering not to local mainstream school students but to their local international school counterparts. Originality/Value: Literature on tutoring in Hong Kong mainly investigates the phenomenon in recent times, specifically the past two decades. This article is the first attempt to draw a holistic picture of tutoring’s historical development from an industrial perspective.
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Dąbrowska, Izabela, and Małgorzata Dąbrowska. "Tutoring in academic settings: From one-to-one experience to peer-tutoring." Rozprawy Społeczne 16, no. 1 (June 20, 2022): 1–19. http://dx.doi.org/10.29316/rs/146910.

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Yanasta Yudo Pratama, Yeny Dyah Cahyaningrum, and Titis Nurmasitoh. "Hubungan Peer Tutoring dengan Nilai Keaktifan Tutorial pada Mahasiswa Fakultas Kedokteran Universitas Islam Indonesia Angkatan 2015." Journal Of The Indonesian Medical Association 71, no. 1 (April 15, 2021): 36–44. http://dx.doi.org/10.47830/jinma-vol.71.1-2021-351.

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Pendahuluan: Salah satu metode untuk meningkatkan prestasi belajar adalah dengan metode peer tutoring. Mahasiswa dapat menumbuhkan dan meningkatkan minat belajar mereka, sehingga materi-materi pembelajaran pada tutorial dapat dengan mudah dipahami. Dengan meningkatnya minat belajar mahasiswa, maka keberhasilan belajar mahasiswa akan tercapai. Permasalahan yang diangkat dalam penelitian ini adalah bagaimana pengaruh metode peer tutoring terhadap hasil keaktifan nilai tutorial. Tujuan Penelitian yaitu mengetahui adanya hubungan peer tutoring terhadap nilai keaktifan tutorial Blok Pada Anak pada mahasiswa Fakultas Kedokteran UII Angkatan 2015.Metode: Penelitian yang dilakukan adalah penelitian eksperimental murni. Desain penelitian ini menggunakan posttest only with control design. Sejumlah 40 subjek penelitian berasal dari 2 kelompok berbeda. Perbandingan kelompok kontrol dengan kelompok perlakuan adalah 1:1. Kelompok kontrol adalah kelompok yang tidak diberikan peer tutoring dan kelompok perlakuan adalah kelompok yang diberikan peer tutoring. Analisis data menggunakan uji Independent T Test.Hasil: Tidak terdapat perbedaan peningkatan nilai keaktifan tutorial skenario 6 pada kelompok kontrol maupun kelompok perlakuan dengan nilai p 0,704 dan interval CI 95% antara -9,79 hingga 4,79.Kesimpulan: Tidak terdapat hubungan peer tutoring dengan nilai keaktifan tutorial blok Masalah Pada Anak pada mahasiswa Fakultas Kedokteran Universitas Islam Indonesia Angkatan 2015.
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Kwan, Yu Hang. "What do Chinese Learners of English Want from a University Writing Centre? A Chinese Tertiary Student’s Views on Writing Centre Peer Tutoring." Studies in Self-Access Learning Journal 13, no. 3 (September 29, 2022): 389–95. http://dx.doi.org/10.37237/130306.

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Tutees are important people in university writing centres, yet their voices, especially what Chinese tutees think about peer writing tutoring, have tended to be largely overlooked in the writing centre scholarship. Adding to this under-researched area, this article reports on an interview with a Chinese tertiary learner of English who shared her views on writing centre peer tutoring. Through thematic content analysis, three core themes were identified: writing centre peer tutoring as an activity for the give-and-take of formative feedback on writing, the tutee’s desire for professional directive guidance, and her perceived role of agenda-setting in ensuring tutoring quality. The implication for writing centre peer tutoring is that tutees may have their idiosyncratic preferences for tutoring strategies which may or may not align with the recommendations in writing centre handbooks and the general literature on teaching and learning. It is hoped that this article will stimulate future scholarly work on tutees’ expectations and perspectives on peer writing tutoring, which can inform writing centre training and tutoring. Keywords: EFL writers, peer-tutoring, student perceptions, tutorial success, writing centre
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Kim, Hyein Amber. "Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study." International Journal of Higher Education 11, no. 5 (September 29, 2022): 199. http://dx.doi.org/10.5430/ijhe.v11n5p199.

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This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners’ needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study’s results can serve as valuable data for creating, growing, and improving Korean language tutoring programs at universities. Peer tutoring can be a useful tool for enhancing the effectiveness of Korean language education at universities, especially as Korean language learners increase.
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Brzozowski, Tomasz Tadeusz. "Tutoring jako alternatywna metoda edukacji." Przedsiębiorczość - Edukacja 13 (December 16, 2017): 291–303. http://dx.doi.org/10.24917/20833296.13.21.

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Problematyka referatu dotyczy prób implementacji idei tutoringu w polskim systemie nauczania. Tutoring jako nowa forma pracy z uczniem, opierająca się głównie na symetrycznej relacji pomiędzy nauczycielem a podopiecznym, ma krótką historię w polskim systemie oświaty, m.in. na poziomie edukacji ponadgimnazjalnej. Tutoring na ogół jest postrzegany jako idea alternatywna wobec tradycyjnych metod pracy z uczniem, stając się szansą na wzajemne zrozumienie potrzeb intelektualnych oraz emocjonalnych ucznia i nauczyciela. Jest także metodą znacząco różniącą się od tej, którą stosuje się z powodzeniem m.in. na uczelniach anglosaskich. Okres wdrażania tutoringu i przystosowania go do specyfiki pracy w polskiej szkole zaowocował wypracowaniem jego nowych form, uwzględniających rodzime uwarunkowania kulturowo-obyczajowe. Ta nowatorska forma pracy sięgająca korzeniami klasycznego modelu relacji mistrz – uczeń nierzadko napotyka poważne bariery, głównie natury systemowej. Celem artykułu jest zarówno wskazanie korzeni tej interesującej i skutecznej metody nauczania, jak i przedstawienie możliwości jej implementacji w rodzimym systemie edukacji. Autor nie tylko pokazuje jej zalety, lecz także podkreśla mankamenty, zwracając uwagę na odmienność kulturową i systemową krajów anglosaskich, z których pochodzi tutoring, i polskiego modelu oświaty. Ponadto, autor przedstawia problem specyfiki polskich doświadczeń we wdrażaniu tej metody, jej przebiegu, nowatorstwa oraz pozytywnych efektów pracy.
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Guillermo Chuc, Giselle, Rafael Manuel de Jesus Mex-Alvarez, Charlotte Monserrat Llanes Chiquini, Carlos Alberto Perez Canul, and Miguel Angel Vargas Toledo. "EFICACIA DEL PROGRAMA DE TUTORIAS EN MODALIDAD A DISTANCIA EN EL NIVEL DE EDUCACIÓN SUPERIOR EN UNA UNIVERSIDADMEXICANA." International Journal of Advanced Research 10, no. 11 (November 30, 2022): 330–34. http://dx.doi.org/10.21474/ijar01/15675.

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Tutoring consists of a mediation or facilitation work between the teacher, the students and the contents of the subjects, they integrate the academic actions oriented so that the students, in higher education, can face their adaptation to the educational system in distance mode and achieve the learning objectives. The general objective of this research is to analyze the effectiveness of the implementation of distance education strategies in university programs, in the scope of students who receive attention in the tutoring program at a University of Mexico. The research is applied, exploratory in depth, quantitative, with a non-experimental, longitudinal design. After reviewing the theoretical state of the art on tutoring and experiences in higher education in the distance modality, the results of two higher education programs were analyzed through descriptive statistics. The results show that the effectiveness of the tutorial program in the study programs analyzed is greater and that it increases as the elements of the tutorial model are adapted to the conditions of online communication. Even when being at a distance implies new challenges for tutoring programs in the university education model, the adoption of technological communication tools is much faster and accepted by the student users, who are the beneficiaries of the tutoring programs.
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Saktisyahputra, Saktisyahputra. "STRATEGI KOMUNIKASI PEMASARAN DALAM MENINGKATKAN JUMLAH SISWA (Studi Kasus pada Bimbingan Belajar Bintang Solusi Mandiri Cabang Pinang, Jakarta)." LUGAS Jurnal Komunikasi 2, no. 2 (December 31, 2018): 89–97. http://dx.doi.org/10.31334/ljk.v2i2.266.

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Non-formal institutions such as a tutorial should always be ready with the changes issued by the government in the field of education. It should also be ready to compete with other tutorial and schools who offer tutorial services. To the authors chose the title "Marketing Communication Strategy Training and Tutoring Institute (Bimbel Solusi) Bintang Solusi Mandiri Branch Cipinang to Increase the Number of Students". Basic Theory used in this research is the theory of Marketing Mix according to Kotler Keller and SWOT Analysis by Fred R David. The method used in this research is qualitative - interpretive using case studies. Results of this research is Communication Strategy Training Institute and Tutoring Bintang Solusi Mandiri Branch Cipinang month of August 2018, namely the Direct Selling to residential introduce Tutoring (Bimbel) Solution through brochures, presentation Bimbel Solusi for each class in the school - the school through brochures, Distribution the share of school construction amounted to Rp.50.000 / student who joined Bimbel Solusi Branch Cipinang, follow-up database of students in the school by telephone and short message service (SMS) and then factor - a factor which supports the Institute for Training and Tutoring Bintang Solusi Mandiri Branch Cipinang in the areas of Strategy MarketingCommunication to increase the number of students is a factor of the program.
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Zheng, Shao-Liang, and Michael G. Campbell. "Teaching space-group diagrams to chemistry students through a peer-tutoring approach." Acta Crystallographica Section E Crystallographic Communications 77, no. 9 (August 27, 2021): 864–66. http://dx.doi.org/10.1107/s2056989021008744.

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Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the `Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, organize what they have learned, and explain it to their peers, which leads to a deeper overall understanding of the subject. We report on our experience in planning peer tutoring, advise on best practices, and demonstrate the positive impact on student learning and engagement.
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Yung, Kevin Wai-Ho. "Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry." ECNU Review of Education 2, no. 1 (March 2019): 64–76. http://dx.doi.org/10.1177/2096531119840871.

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

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Razzaq, Leena M. "Tutorial dialog in an equation solving intelligent tutoring system." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0107104-155853.

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Thesis (M.S.)--Worcester Polytechnic Institute.
Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).
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Weerasinghe, A. "A General Model of Adaptive Tutorial Dialogues for Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/8732.

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Adaptive tutorial dialogues have been successfully employed by ITSs to facilitate deep learning of conceptual domain knowledge. But none of the approaches used for generating dialogues have been used across instructional domains and tasks. The objective of this project was twofold: (i) to propose a general model that provides adaptive dialogue support in both well- and ill-defined instructional tasks (ii) to explore whether adaptive tutorial dialogues are better than non-adaptive dialogues in acquiring domain knowledge. Our model provides adaptive dialogue support by identifying the concepts that the student has most difficulty with, and then selecting the tutorial dialogues corresponding to those concepts. The dialogues are customised based on the student’s knowledge and explanation skills, in terms of the length and the exact content of the dialogue. The model consists of three parts: an error hierarchy, tutorial dialogues and rules for adapting them. We incorporated our model into EER-Tutor, a constraint-based tutor that teaches database design. The effectiveness of adaptive dialogues compared to non-adaptive dialogues in learning this ill-defined task was evaluated in an authentic classroom environment. The results revealed that the acquisition of the domain knowledge (represented as constraints) of the experimental group who received adaptive dialogues was significantly higher than their peers in the control group with non-adaptive dialogues. We also incorporated our model into NORMIT, a constraint-based tutor that teaches data normalization. We repeated the experiment using NORMIT in a real-world class room environment with a much smaller group of students (18 in NORMIT study vs 65 in EER-Tutor study) but did not find significant differences. We also investigated whether our model could support dialogues in logical database design and fraction addition using paper-based methods. Our evaluation studies and investigations on paper indicated that our model can provide adaptive support for both ill-and well-defined tasks associated with a well-defined domain theory. The results also indicated that adaptive dialogues are more effective than non-adaptive dialogues in teaching the ill-defined task of database design.
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Rahati, Amin. "Persuasive and adaptive tutorial dialogues for a medical diagnosis tutoring system." Thèse, Université de Sherbrooke, 2011. http://savoirs.usherbrooke.ca/handle/11143/5137.

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The objective of this thesis is to address a key problem in the development of an intelligent tutoring system, that is, the implementation of the verbal exchange (a dialogue) that takes place between a student and the system. Here we consider TeachMed, a medical diagnosis tutoring system that teaches the students to diagnose clinical problems. However, approaches that are presented could also fit other tutoring systems. In such a system, a dialogue must be implemented that determines when and how pedagogic aid is provided to the student, that is, what to say to her, in what circumstances, and how to say it. Finite state machines and automated planning systems are so far the two most common approaches for implementing tutoring dialogues in intelligent tutoring systems. In the former approach, finite state machines of dialogues are manually designed and hard coded in intelligent tutoring systems. This is a straightforward but very time consuming approach. Furthermore, any change or extension to the hard coded finite state machines is very difficult as it requires reprogramming the system. On the other hand, automated planning has long been presented as a promising technique for automatic dialogue generating. However, in existing approaches, the requirement for the system to persuade the student is not formally acknowledged. Moreover, current dialogue planning approaches are not able to reason on uncertainties about the student's knowledge. This thesis presents two approaches for generating more effective tutorial dialogues.The first approach describes an argumentation framework for implementing persuasive tutoring dialogues. In this approach the entire interaction between the student and the tutoring system is seen as argumentation.The tutoring system and the student can settle conflicts arising during their argumentation by accepting, challenging, or questioning each other's arguments or withdrawing their own arguments. Pedagogic strategies guide the tutoring system by selecting arguments aimed at convincing the student.The second approach presents a non-deterministic planning technique which models the dialogue generation problem as one of planning with incomplete knowledge and sensing. This approach takes into account incomplete information about a particular fact of the student's knowledge by creating conditional branches in a dialogue plan such that each branch represents an adaptation of the dialogue plan with respect to a particular state of the student's knowledge or belief concerning the desired fact. In order to find out the real state of the student's knowledge and to choose the right branch at execution time, the planner includes some queries in the dialogue plan so that the tutoring system can ask the student to gather missing information. One contribution in this thesis is improving the quality of tutoring dialogues by engaging students in argumentative interactions and/or adapting the dialogues with respect to the student's knowledge. Another one is facilitating the design and implementation of tutoring by turning to automatically generated dialogues as opposed to manually generated ones.
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Baker, Michael J. "Negotiated tutoring : an approach to interaction in intelligent tutoring systems." Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.

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This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features has not been previously incorporated into models for intelligent tutoring dialogues. Our approach depends on modelling the high-level decision-making processes and memory representations used by a participant in dialogue. Dialogue generation is controlled by reasoning mechanisms which operate on a 'dialogue state', consisting of conversants' beliefs, a set of possible dialogue moves, and a restricted representation of the recent utterances generated by both conversants. The representation for conversants' beliefs is based on Anderson's (1983) model for semantic memory, and includes a model for dialogue focus based on spreading activation. Decisions in dialogue are based on preconditions with respect to the dialogue state, higher level educational preferences which choose between relevant alternative dialogue moves, and negotiation mechanisms designed to ensure cooperativity. The domain model for KANT was based on a cognitive model for perception of musical structures in tonal melodies, which extends the theory of Lerdahl and Jackendoff (1983). Our model ('GRAF' - GRouping Analysis with Frames) addresses a number of problems with Lerdahl and Jackendoff's theory, notably in describing how a number of unconscious processes in music cognition interact, including elements of top-down and bottom-up processing. GRAF includes a parser for musical chord functions, a mechanism for performing musical reductions, low-level feature detectors and a frame-system (Minsky 1977) for musical phrase structures.
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Fudge, Irene. "Peer tutoring programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.

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Livak, Thomas Michael. "Collaborative warrior tutoring." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0824104-152548/.

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Thesis (M.S.)--Worcester Polytechnic Institute.
Keywords: Collaborative tutoring; Intelligent tutoring; Computer generated forces; Cognitive modeling. Includes bibliographical references (p. 29-31).
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Mahoney, Ann White. "Tutoring toward style." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/507.

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Tong, Amelia Ka Yan. "Developing a model for tutoring strategy selection in intelligent tutoring systems." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267977.

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Variation in tutoring strategy plays an important part in Intelligent Tutoring Systems (ITSs). The potential for providing an adaptive ITS depends initially on having a range of tutoring strategies to select from. However, in order to react effectively to the student's needs, an ITS not only has to be able to simply offer different tutoring strategies but to choose intelligently among them and determine which one is best for an individual student at a particular moment. This thesis first examines, through literature review and interactions with existing systems, the current practices of ITSs regarding the provision of multiple tutoring strategies and tutoring strategy selection. What stems from this examination are the principles that underlie tutoring strategys election. These principles of tutoring strategy selection serve as a foundation for the construction of the model for tutoring strategy selection. To demonstrate the benefits of having such a model for formalising selection, the model is then implemented in ARISTOTLE, an existing ITS for tutoring zoology that includes several tutoring strategies but uses ad hoc mechanisms for choosing among them. This research is therefore contributing, through the principles of, and the model for tutoring strategy selection, a formal basis for selecting among tutoring strategies in ITSs that incorporate multiple tutoring strategies.
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Brown, Quincy Lee Frank Salvucci Dario. "Mobile intelligent tutoring system : moving intelligent tutoring systems off the desktop /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3114.

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Quinn, Mary A. "Measuring Tutoring Effectiveness by Program Delivery Model: Small Group Tutoring Compared to Tutoring in Labs in Mathematics, Physics, and Accounting." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2963.

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This study examines the effectiveness of two common tutoring program delivery models by analyzing tutored and nontutored students' grades and semester grade point averages in three subject areas. The effects of gender, age (if 25 years or older), course, duration of tutoring, tutoring contacts, and contacts per week are also measured. The approach to the ex post facto study is quantitative and utilizes data from the Student Information System at Appalachian State University and from tutoring contact sheets. Areas of data presentation include analysis of covariance results for experimental group, gender, age (if 25 years or older), and course; and correlational results for duration of tutoring, tutoring contacts, and contacts per week. Statistical results from this research rejected 10 of the 72 null hypotheses at the $p < .05$ level, and four of the rejected hypotheses were directly linked to the effect of experimental group. Findings showed that students who received tutoring in labs in mathematics and accounting had the highest semester grade point averages, and females earned higher course grades in mathematics and accounting, regardless of whether they were tutored or not. Results also showed that students 25 years or older who were enrolled in a physics course earned higher semester grade point averages as compared to younger students, regardless of whether they were tutored or not. Conclusions of this study emphasize the need for additional research with more students in the subject area of physics and for qualitative approaches to answer the questions of why specific variables were significant. Results and conclusions have applicability for tutoring program administrators in other settings.
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Books on the topic "Tutoring"

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Shaw, Marian. Practical tutoring. Wheatley: School of Education, Oxford Polytechnic, 1991.

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Hock, Michael F. Strategic tutoring. Lawrence, KS: Edge Enterprises, 2000.

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Fox, Dennis. Personal tutoring. Nottingham: Trent Polytchnic, 1987.

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O'Connor, Kristine Mason. Academic tutoring. Birmingham: SEDA, 1999.

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Morris, Debrah. Tutoring Tucker. New York: Silhouette Books, 2003.

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O'Connor, Kristine Mason. Academic tutoring. Birmingham: SEDA, 1999.

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Eary, Steve. Enterprise initiatives and personal tutoring: Structured personal tutoring. [S.l.]: Department of Administrative and Social Studies, Teesside Polytechnic, 1990.

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Cristea, Alexandra I., and Christos Troussas, eds. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3.

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Crossley, Scott, and Elvira Popescu, eds. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09680-8.

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Cerri, Stefano A., Guy Gouardères, and Fàbio Paraguaçu, eds. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2.

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Book chapters on the topic "Tutoring"

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Kohl, Andreas. "Modellgestütztes Tutoring." In GI — 20. Jahrestagung II, 395–403. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-76119-5_41.

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Rattigan-Rohr, Jean. "The Tutoring." In It Takes a Village, 69–90. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-781-3_5.

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Mersch, André, and Alina Seibt. "E-Tutoring." In Selbststudium im digitalen Wandel, 235–43. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31279-4_20.

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Axe, Judah B. "Peer Tutoring." In Encyclopedia of Child Behavior and Development, 1076–77. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2099.

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Al Moubayed, Samer, Jonas Beskow, Bajibabu Bollepalli, Ahmed Hussen-Abdelaziz, Martin Johansson, Maria Koutsombogera, José David Lopes, et al. "Tutoring Robots." In Innovative and Creative Developments in Multimodal Interaction Systems, 80–113. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55143-7_4.

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Hornby, Garry, and Deborah Greaves. "Peer Tutoring." In Essential Evidence-Based Teaching Strategies, 83–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_6.

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Bolding, Molly. "Tutoring tech." In The Online Tutor's Toolkit, 27–32. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003211648-4.

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Bayne, Anne. "Peer Tutoring." In Children with Literacy Difficulties, 29–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252726-3.

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Stazicker, Anne, and Nancy Woods. "Personal tutoring." In Teaching International Foundation Year, 124–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003253624-6.

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Volz, Austin, Julia Higdon, and William Lidwell. "Peer Tutoring." In The Elements of Education for Teachers, 61–62. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-31.

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Conference papers on the topic "Tutoring"

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Portillo, Ana, María Luisa Fernando, María Ángeles Pérez, and Cristina Pérez. "TUTORIAL ATTENTION MENTOR PROGRAM: TUTORING STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0178.

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Müller, Sarah, Bianca Bergande, and Philipp Brune. "Robot Tutoring." In ECSEE'18: European Conference of Software Engineering Education 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209087.3209093.

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Yuan, Ye, and Svetlana Yarosh. "Beyond Tutoring." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300679.

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Ramesh, Vyshnavi Malathi, and N. J. Rao. "Tutoring and Expert Modules of Intelligent Tutoring Systems." In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.52.

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Cottam, Joseph A., Suzanne Menzel, and Janet Greenblatt. "Tutoring for retention." In the 42nd ACM technical symposium. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953227.

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Nguyen, N. Rich. "Affective Peer Tutoring." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162282.

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Singley, Mark K., Peter G. Fairweather, and Steven Swerling. "Team tutoring systems." In the 1999 conference. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150306.

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Meshref, Hossam, and Isbudeen Noor Mohamed. "Intelligent tutoring systems." In the International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2345396.2345585.

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Serholt, Sofia, and Wolmet Barendregt. "Robots Tutoring Children." In NordiCHI '16: 9th Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2971485.2971536.

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Phiri, Lighton, Christoph Meinel, and Hussein Suleman. "Peer Tutoring Orchestration - Streamlined Technology-driven Orchestration for Peer Tutoring." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006339104340441.

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Reports on the topic "Tutoring"

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Sottilare, Robert A., and Anne M. Sinatra. Adaptive Tutoring for Self-Regulated Learning: A Tutorial on Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada612882.

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Moore, J. L., D. Sleeman, and Judith Orasanu. Enhancing PIXIE's Tutoring Capabilities. Fort Belvoir, VA: Defense Technical Information Center, July 1988. http://dx.doi.org/10.21236/ada199020.

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Anderson, John R., C. F. Boyle, Albert T. Corbett, and Matthew W. Lewis. Cognitive Modelling and Intelligent Tutoring. Fort Belvoir, VA: Defense Technical Information Center, March 1986. http://dx.doi.org/10.21236/ada165981.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Munro, Allen, Quentin A. Pizzini, Mark C. Johnson, Josh Walker, and David Surmon. Intranet Delivery of Simulation-Centered Tutoring. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada417140.

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Bonar, Jeffrey G., and Robert Cunningham. Bridge: Intelligent Tutoring with Intermediate Representations. Fort Belvoir, VA: Defense Technical Information Center, May 1988. http://dx.doi.org/10.21236/ada218938.

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Kim, Jung Hee. Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada422821.

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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Shute, Valerie J., and Joseph Psotka. Intelligent Tutoring Systems: Past, Present, and Future. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280011.

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Van Lehn, Kurt, Michelene T. Chi, William Baggett, and R. C. Murray. Towards a Theory of Learning During Tutoring. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada301445.

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