Journal articles: '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 EDUCACIÃ“N 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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Armenta Zazueta, Lizeth, Celia Yaneth Quiroz Campas, and Laura Violeta Cota Valenzuela. "The effect of the presence tutorials in the academic performance of the administration students of a university of the north of Mexico." Inquietud Empresarial 19, no. 1 (April 27, 2020): 91–107. http://dx.doi.org/10.19053/01211048.9656.

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The purpose of the study was to identify the effect of the face-to-face tutoring program of undergraduate students in Administration on academic performance, as well as its level of student satisfaction with the program. The research questions were: (a) what are the aspects of the institutional tutoring program that impact on the academic performance of the students? (B) What is the satisfaction stage from the tutored about the tutoring institutional program attended? and (c) what effect does the institutional mentoring program have on the academic performance of administration students during their scholar journey? The methodology used in this study was based on the quantitative approach, non-experimental with a transactional design. 63 eight semester students participated, and they attended the tutoring program. The Pearson correlation test was used for the aspects included in the tutoring program and the academic performance of the students. The results indicate that there is no significant relation between the aspects that the tutorial program covers and the academic performance, however, is a high rate student satisfaction with the tutoring program. In the results of Pearson´s correlation test between the aspects of the program and the general average, no significant relation was found in the aspects covered by the program. As a conclusion, the institutional tutoring program does not have a statistically significant relation in the students' academic performance, in contrast to student satisfaction, which was favorable to the tutoring program. Key words: Effect, student, academic performance, satisfaction, tutor Code JEL: I20, I21, I23 Received: 24/06/2019. Accepted: 10/02/2020. Published: 27/04/2020

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Calleja Barcia Iria, Iria, and Margarita Pino-Juste. "DETERMINACIÓN DE LOS CONTENIDOS INCLUIDOS EN LOS PLANES DE ACCIÓN TUTORIAL EN EUROPA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 529. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.533.

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Abstract:Tutoring action is an essential part of the teachers work, specially the one referred to values teaching. In Spain, this work is determined by the Tutoring Action Plan and by the joint effort of teachers and the guidance services in school. However in european setting, this assignment differs in contents and working methods. The present communication´s aim is to demarcate the included contents in tutoring work in the european setting, through de content analysis of spanish, english, irish, swedish and finnish National Curriculums.Keywords: Tutoring, cross-curricular themes, values, Primary Education, Secondary Education.Resumen:La acción tutorial es una parte esencial del trabajo de los docentes, especialmente el relacionado con la educación en valores. En España, este trabajo está determinado por el Plan de Acción Tutorial y por el esfuerzo conjunto de los docentes y los servicios de orientación en la escuela. Sin embargo en el entorno europeo, esta tarea difiere en los contenidos y métodos de trabajo. La presente comunicación tiene por objeto la determinación de los contenidos que se incluyen en la labor tutorial en el entorno europeo, a través del análisis de contenido de los Curriculums Nacionales español, inglés, irlandés, sueco y finlandés.Palabras clave: Tutoría, temas transversales, valores, Educación Primaria, Educación Secundaria.

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Petrovica, Sintija. "Tutoring Process in Emotionally Intelligent Tutoring Systems." International Journal of Technology and Educational Marketing 4, no. 1 (January 2014): 72–85. http://dx.doi.org/10.4018/ijtem.2014010106.

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Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

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McFarlane, Kathryn J. "Tutoring the tutors: Supporting effective personal tutoring." Active Learning in Higher Education 17, no. 1 (January 27, 2016): 77–88. http://dx.doi.org/10.1177/1469787415616720.

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Sihlangu, Sinenhlanhla Fortunate, and Bonginkosi Vincent Kheswa. "Physics tutors’ perspectives on tutoring before, during, and after the COVID-19 pandemic: A case study at a comprehensive South African university." Pedagogical Research 8, no. 2 (April 1, 2023): em0155. http://dx.doi.org/10.29333/pr/12866.

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The research investigates the experience of physics tutors at a comprehensive South African university during online and hybrid learning because of the COVID-19 pandemic. A questionnaire was filled in by 12 tutors from a department of physics. The findings were that the tutors could manage tutoring large numbers of students in the online space and hybrid space. The tutors could manage tutor-to-student ratios of 1:200. More than 50% of the tutors found it difficult to adjust to e-tutoring and the main cause of this was unstable internet connectivity. More students were present for online tutorials than face-to-face tutorials but there was little active participation from students. The major challenge that tutors face with face-to-face tutoring is disruptive behavior from students during the tutorial sessions.

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Osadcha, Kateryna. "Forms and methods of professional training future teachers for tutoring in terms of education's individualization." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 145–62. http://dx.doi.org/10.31470/2415-3729-2020-12-145-162.

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The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring. The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice. Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring. The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring. The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers. Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.

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VanLEHN, KURT. "The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems." Educational Psychologist 46, no. 4 (October 2011): 197–221. http://dx.doi.org/10.1080/00461520.2011.611369.

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Cheng, Ching Ho. "A Need or a Force? Shadow Education in Hong Kong From Secondary School Parent’s Perspective." Curriculum and Teaching 36, no. 1 (May 1, 2021): 39–50. http://dx.doi.org/10.7459/ct/36.1.04.

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It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?

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George, Beena, and Charlene Dykman. "Virtual Tutoring." Journal of Cases on Information Technology 11, no. 3 (July 2009): 45–61. http://dx.doi.org/10.4018/jcit.2009070104.

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Ichikawa, Nobuki, Shigenori Homma, Tadashi Yoshida, Yosuke Ohno, Hideki Kawamura, Kazuki Wakizaka, Kazuaki Nakanishi, et al. "Mentor Tutoring." Surgical Laparoscopy, Endoscopy & Percutaneous Techniques 27, no. 6 (December 2017): 479–84. http://dx.doi.org/10.1097/sle.0000000000000487.

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Saddler, Bruce, and Merry Staulters. "Beyond Tutoring." Intervention in School and Clinic 43, no. 4 (March 2008): 203–9. http://dx.doi.org/10.1177/1053451207310341.

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Bowermaster, Mary. "Peer Tutoring." Middle School Journal 18, no. 1 (November 1986): 20–21. http://dx.doi.org/10.1080/00940771.1986.11495778.

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Brooks, David W. "Retrospective Tutoring." Journal of Chemical Education 72, no. 3 (March 1995): 233. http://dx.doi.org/10.1021/ed072p233.

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Ford, Kenneth W. "Online tutoring." Physics Teacher 49, no. 5 (May 2011): 260. http://dx.doi.org/10.1119/1.3578408.

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Lombard Cabrera, Eilyn. "Tutoring Hours." Review: Literature and Arts of the Americas 55, no. 2 (July 3, 2022): 272–74. http://dx.doi.org/10.1080/08905762.2022.2129887.

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Tong, Amelia K. Y., and Marios C. Angelides. "Formalising tutoring strategy selection in multimedia tutoring systems." Information and Software Technology 41, no. 2 (January 1999): 67–90. http://dx.doi.org/10.1016/s0950-5849(98)00122-0.

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Ennaji, M., H. Boukachour, M. Machkour, and Y. Kabbadj. "COLLABORATIVE TUTORING: A MULTI-TUTOR APPROACH." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIV-4/W3-2020 (November 23, 2020): 227–32. http://dx.doi.org/10.5194/isprs-archives-xliv-4-w3-2020-227-2020.

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Abstract. An Intelligent Tutorial System (ITS) is a learning computer environment. Many ITSs do not integrate human tutor since they are designed to use in autonomy by the learner. One of the reasons to increase the rate of desertion in a distance training framework compared to that of a face-to-face course is the absence of the human killer. Besides, the existing ITSs are dedicated to a single learning object based on domain-dependent modelling. Our contribution consists in proposing an ITS, independent of the learning domain, capable of initiating learning, of managing an articulation between machine tutoring and human tutoring (teaching and peers) to offer an individualized and personalized follow-up, and ensure certification of the learner’s assessment.

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Gillis, Philip D. "Refining Computer-Based Invention through Computer-Aided Evaluation and “State-of-the-Art” Tutorial Design." Journal of Educational Technology Systems 13, no. 4 (June 1985): 315–23. http://dx.doi.org/10.2190/vuya-n2mx-qbgm-4fgr.

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The result of utilizing state-of-the-art tutorial research and of making maximum use of the hardware potential of even a microcomputer moves a CAI program far beyond “ad hoc frame-oriented CAI.” Such a system can effectively utilize the potentials inherent in the synthesis of computer technology and sound instructional design in producing a beneficial prewriting experience for the composition student that is not far removed from a similar experience guided by a human tutor. The present article presents the results of a comparison between the effectiveness of two methodologies of eliciting prewriting composition. Method one consisted of CBI that was based upon recent studies in tutoring and CAE techniques; method two consisted of the same methodology with only a different medium employed, that of personal tutoring. The principle question raised was whether or not the CBI method was as good a means of prewriting instruction as that resulting from human tutoring in stimulating prewriting composition.

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Lueck, Johnathon S., Thomas C. Varkey, and Daniel Ramirez. "Utilizing Proximity for Increasing Student Knowledge Retention: A Near-Peer Tutoring Program Needs Study." Galician Medical Journal 29, no. 3 (September 1, 2022): E202232. http://dx.doi.org/10.21802/gmj.2022.3.2.

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The purpose of this study was to demonstrate the desire and need for peer-to-peer tutoring programs at Division 1 Dell Medical School at the University of Texas. Materials and Methods. Two sets of surveys were created and sent to students at the Dell Medical School, University of Texas, USA. One survey asking about the need or desire to engage with a peer tutor was sent to first-year students, and another one asking about the desire to provide these services to underclassmen as a potential leadership course option was sent to third-year students. Results. For the first-year student survey, 52.9% of respondents disagreed or strongly disagreed of being aware of near-peer tutoring and 70.5% of respondents either agreed or strongly agreed that it would be an option utilized by students. For the third-year student survey, 75% of students either disagreed or felt neutral in being aware of near-peer tutoring as an option to serve underclassmen, whereas 65% of upperclassmen either agreed or strongly agreed that if near-peer tutoring had been offered, they would have chosen this leadership course option in the effort to teach their underclassmen peers. Conclusions. Numerous studies have demonstrated peer-to-peer tutorial options to be of high utility to students in the medical education space. This particular paper obtained results demonstrating students’ desire to engage in peer tutoring voluntarily for their own course success goals and upperclassmen’s desire to participate as near-peer tutors for the benefit of underclassmen.

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Fawns, Tim, and Karen McKenzie. "Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers." Clinical Psychology Forum 1, no. 198 (June 2009): 25–29. http://dx.doi.org/10.53841/bpscpf.2009.1.198.25.

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The inclusion of online approaches in clinical psychology training has necessitated an examination of the skills required by trainers. This paper describes the development of a short tutorial to promote online discussion tutoring and moderation skills in clinical psychology lecturers.

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Cooper, Erik. "Tutoring Center Effectiveness: The Effect of Drop-In Tutoring." Journal of College Reading and Learning 40, no. 2 (March 2010): 21–34. http://dx.doi.org/10.1080/10790195.2010.10850328.

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Ramírez, Ludwin Jaime Estrada, Paula Viveros Moreno, María del Carmen Gómez Camal, and Jocabeth Eunice Naal Espinosa. "Análisis De La Percepción De La Tutoría En Los Alumnos De Primer Año De La Licenciatura En Gastronomía Del Instituto Tecnológico Superior De Escárcega." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 44. http://dx.doi.org/10.19044/esj.2017.v13n19p44.

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The implementation of mentoring programs in higher level institutions has brought with it a series of implications that are susceptible to be evaluated, but above all, the way in which it is applied, and is generating the expected results for each student in the course The first semester and at the same time participates in the tutoring program corresponding to the Bachelor's Degree in Gastronomy of the Instituto Tecnológico Superior de Escárcega. For this reason, the main objective of this basic research, of descriptive type, was to analyze the conceptualization of the tutoring processes that receive the students that were object of study. To achieve the objective, a questionnaire applied to the 64 tutors was used and validated using the Cronbach alpha coefficient, showing a value of 6,779, indicating that this instrument has an acceptable degree of reliability, validating its use for the collection of plotted data In the Excel 2010 program. The results indicated that 80% of the students surveyed disagree with the tutorial action processes they receive from their tutors, while only 20% reported the existence of certain tutorial activities. Therefore it should be considered in detail the assignment and personal relationship between the student and the assigned tutor, seeking the correct planning and development of the activities according to the Degree in the work plan based on the institutional program of tutoring of the Institutes Decentralized Technology.

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Li, Yufei, and Alexandre Ventura. "The focus of research on private supplementary tutoring in China in the past two decades." International Journal of Advanced Engineering Research and Science 9, no. 11 (2022): 193–99. http://dx.doi.org/10.22161/ijaers.911.25.

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In recent years, private supplementary tutoring has developed rapidly, and its market size has expanded rapidly, which has attracted widespread attention from researchers in the fields of politics, economy, and education at home and abroad. This study uses the knowledge graph system provided by CiteSpace software to sort out 149 related literature on private supplementary tutoring research in China from 2000 to 2021 included in the Web of Science. The study found that "private tutoring theory", "private tutoring and educational equity", "private tutoring institutions", "private tutoring policy", "private tutoring and family capital", and "private tutoring and public education" is a research hotspot in this field in China in the past two decades. Private supplementary tutoring research in China started late, and the research paradigm is different from that of international research, and the research methods used are relatively simple. On the theoretical basis, the theoretical research on private supplementary tutoring is relatively weak and has not yet formed a complete system.

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Suárez-Lantarón, Belén, Irina Sherezade Castillo-Reche, and Ana López-Medialdea. "Development and Validation of a Measuring Instrument for the Improvement of University Guidance and Tutoring." Social Sciences 12, no. 2 (January 19, 2023): 56. http://dx.doi.org/10.3390/socsci12020056.

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Guidance and tutoring in university has become relevant in the last decade, associated with various issues. However, many of the actions undertaken by universities do not meet the needs of our students. Therefore, we consider it necessary to know the perception, use and satisfaction that university students have about the tutoring they receive, raising as an objective of this work the design of a tool with which to achieve this end. In the construction of this tool, different phases have been followed: (i) a review of previous works from which ideas for the design of the instrument are taken, (ii) a validation of its content with the collaboration of experts in the field and (iii) a administration of the designed scale to a representative sample, whose analysis has allowed to verify the validity of the construct as well as its reliability. As a final result, a questionnaire with forty items distributed in four dimensions is constructed: socio-demographic profile of the students, knowledge of the students about the Tutorial Action Plan, use and knowledge of the students about academic tutoring and attitude/satisfaction of the students about academic tutoring. As a conclusion, we point out the need to promote the participation of students and enhance communication with tutors, as they are key to achieve better results.

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Angelides, Marios C., and Amelia K. Y. Tong. "Implementing Multiple Tutoring Strategies in an Intelligent Tutoring System for Music Learning." Journal of Information Technology 10, no. 1 (March 1995): 52–62. http://dx.doi.org/10.1177/026839629501000107.

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Variation in tutoring strategies plays an important part in intelligent tutoring systems. The potential for providing an adaptive intelligent tutoring system depends on having a range of tutoring strategies to select from. In order to react effectively to the student's needs, an intelligent tutoring system has to be able to choose intelligently among the strategies and determine which strategy is best for an individual student at a particular moment. This paper describes, through the discussion pertaining to the implementation of SONATA, a music theory tutoring system, how an intelligent tutoring system can be developed to support multiple tutoring strategies during the course of interaction. SONATA has been implemented using a hypertext tool, HyperCard II. 1.

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Полянина, Ольга Ивановна. "SUPERVISION IN TUTORING PRACTICE: ORGANIZATION ISSUES." Pedagogical Review, no. 3(37) (June 9, 2021): 213–20. http://dx.doi.org/10.23951/2307-6127-2021-3-213-220.

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Обсуждается проблема концептуальной неразработанности супервизорской практики тьюторского сопровождения. В качестве возможной теоретической модели супервизии тьютора предлагается «тьюторская система», аналогичная психотерапевтической системе супервизии, включающая три вида фокуса внимания: на тьюторанте, тьюторе, процессе тьюторского сопровождения. Обозначено содержание супервизии, определяемое каждым из этих ракурсов внимания. Описаны поведенческие паттерны, характеризующие тьюторантов и тьюторов, идентифицированы соответствующие дефициты субъектности и идентичности, определяющие статус «сложного» супервизанта и тьюторанта. В качестве важнейшего условия эффективной супервизии тьюторской практики называется точное распознавание в процессе супервизии ограничений и дефицитов личностного, деятельностного и коммуникативного плана, характеризующих тьютора и тьюторанта. The problem of conceptual underdevelopment of the supervisory practice of tutor support is discussed. The reason for the absence of theoretical models of supervision is seen in the empirical outstripping of this practice in relation to the conceptual reflection of tutoring as a type of professional activity. As a possible theoretical model for the supervision of a tutor, a “tutor system” is proposed, similar to the psychotherapeutic supervision system, which includes 3 types of focus of attention: on a tutorant, a tutor, and the process of tutor support. The content of supervision is indicated, which is determined by each of these angles of attention. Behavioral patterns characterizing tutors and tutorants are described, the corresponding deficits of subjectivity and identity are identified. Deficiencies in educational and professional subjectivity, as well as diffuse educational and professional identity, are defined as criteria for identifying a “complex” supervisor and tutorant. The most important conditions for effective supervision of tutoring practice are called accurate recognition in the process of supervision of the limitations and shortcomings of the personal, activity and communicative plan, which are characteristic of a tutor and a tutorant, as well as the implementation of the fundamental idea of the activity approach about turning the concept of action into activity.

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Erliyantina, Wahyu Eka, Nurul Iman, and Sigit Dwi Laksana. "PENGARUH BIMBINGANBELAJAR WALI KELAS TERHADAP MOTIVASI BELAJAR SISWA MADRASAH TSANAWIYAH ARRISALAH SLAHUNG PONOROGO." TARBAWI:Journal on Islamic Education 1, no. 1 (April 15, 2020): 25. http://dx.doi.org/10.24269/tarbawi.v1i1.440.

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This study aims to find out how students’ tutorial activities with homeroom teachers. To find out how much influence homeroom teacher tutoring on student motivation in Madrasah Tsanawiyah Arrisalah. This type of research used in this study is quantitative research. The subject of this study were all VII-IX in Madrasah Tsanawiyah Arrisalah, graders consisting of 8 classes with a total of 139 students. The research method used is the method of data collection using questionnaires, interviews and documentation. While the analysis using the SPSS 17 application to determine the resulteof the data that has been done. The result of this study can be concluded that the activities of tutoring with the homeroom teacher proved effective in helping students increase student motivation enthusiasm for learning. This is based on data processing which states that there is a significant influence between the tutor classroom tutoring activities on student learning motivation in Madrasah Tsanawiyah Arrisalah school year of 2018/2019 with influence of 35,5% while 64,5% student motivation is influenced by other factors hot mentioned and has not been revealed in this study.

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Hultberg, Patrik T., David Santandreu Calonge, and Ty Choi. "Costs and benefits of private tutoring programs: the South Korean case." International Journal of Social Economics 48, no. 6 (March 17, 2021): 862–77. http://dx.doi.org/10.1108/ijse-12-2019-0722.

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PurposeThe purpose of the study is twofold: to offer a theoretical model that illuminates families' motivation to invest in private tutoring and to consider the implications of such investments in the context of South Korea. Given that parents invest in private tutoring for their child if the perceived expected benefits, at the time of enrollment, are greater than the direct and indirect costs of such tutoring, the study explores how private tutoring may affect educational inequities and possibly lead to inferior social outcomes.Design/methodology/approachA theoretical model based on the human capital approach was developed. Three questions based on stylized facts were addressed: (1) Why would a household send a child to private tutoring? (2) Why do different households invest in different amounts of private tutoring? (3) Why may a household over-invest in private tutoring?FindingsThe findings of this study indicate that the demand for private tutoring services decreases with the costs of private tutoring, while increasing as levels of academic readiness and aptitude, levels of household education, levels of current wealth and expected returns to private tutoring increase. These findings imply that private tutoring may exacerbate social inequities and cause an inferior social outcome, but that a government can influence the demand for tutoring through taxation.Research limitations/implicationsThis study did not address the non-pecuniary benefits that may be derived from private tutoring. The most important limitation and potential source of weakness of the study is that the model is theoretical. These results therefore need to be interpreted with caution.Practical implicationsThe study indicates the need for private households, as well as government officials, to carefully consider the costs and benefits of private tutoring in South Korea. Although the study focuses on South Korea, the findings may apply to other countries in which private tutoring offerings are prominent.Social implicationsThe educational choices that families make for their children have important financial and social implications in all countries, but especially in South Korea. The important implication is that private tutoring will tend to aggravate educational and social inequality.Originality/valueThe existing body of research on private tutoring investment in South Korea suggests that the phenomenon is ubiquitous, growing and spreading to other countries. Furthermore, the motivation behind households' decisions to invest in private tutoring for their children is not always addressed in the published literature. Also, far too little attention has been paid to the economic impact private tutoring has on households and children, as well as society in general.

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Senchenkov, Nikolay. "Legal regulation of private tutoring in the educational field." Man and Education, no. 2 (67) (2021): 44. http://dx.doi.org/10.54884/s181570410019521-8.

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The study of the issue of legal regulation of tutoring in the educational sphere is a necessary and important trend in modern society. The influence of tutoring as a self-sufficient activity is increasing every year. The article examines the social and pedagogical phenomenon of tutoring, the motives for turning to tutoring. The characteristic of modern tutoring is given, foreign experience is considered from the point of view of attitudes towards tutors and tutoring, the aspect of the influence of distance education in a situation of pandemic and quarantine is noted.

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Amastini, Fitria. "Intelligent Tutoring System." Jurnal ULTIMA InfoSys 5, no. 1 (June 1, 2014): 1–7. http://dx.doi.org/10.31937/si.v5i1.212.

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Intelligent Tutoring System is a tutor behaviour system which can be used as an alternative goal for interactive e-learning and distant learning. This system can provide an adaptive system to support student’s learning and retention process based on their characteristic and needed. There are development method such as bayesian network, and neural network that can build fundamental component of Intelligent Tutoring System. This paper will give some concepts and examples for implementing those method from other papers. Index Terms—intelligent tutoring system, artificial intelligent, neural network, bayesian network, ontology

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kim, Bowon. "Blended Group Tutoring." Journal of Lifelong Learning Society 2, no. 1 (May 31, 2006): 157–68. http://dx.doi.org/10.26857/jlls.2006.05.2.1.157.

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Thompson, Nik, and Tanya Jane McGill. "Affective Tutoring Systems." International Journal of Information and Communication Technology Education 8, no. 4 (October 2012): 75–89. http://dx.doi.org/10.4018/jicte.2012100107.

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This paper introduces the field of affective computing, and the benefits that can be realized by enhancing e-learning applications with the ability to detect and respond to emotions experienced by the learner. Affective computing has potential benefits for all areas of computing where the computer replaces or mediates face to face communication. The particular relevance of affective computing to e-learning, due to the complex interplay between emotions and the learning process, is considered along with the need for new theories of learning that incorporate affect. Some of the potential means for inferring users’ affective state are also reviewed. These can be broadly categorized into methods that involve the user’s input, and methods that acquire the information independent of any user input. This latter category is of particular interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions or physiological state. The paper concludes with a review of prominent affective tutoring systems and promotes future directions for e-learning that capitalize on the strengths of affective computing.

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Bradáč, Vladimír, and Kateřina Kostolányová. "Intelligent Tutoring Systems." Journal of Intelligent Systems 26, no. 4 (September 26, 2017): 717–27. http://dx.doi.org/10.1515/jisys-2015-0144.

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AbstractThe importance of intelligent tutoring systems has rapidly increased in past decades. There has been an exponential growth in the number of ends users that can be addressed as well as in technological development of the environments, which makes it more sophisticated and easily implementable. In the introduction, the paper offers a brief overview of intelligent tutoring systems. It then focuses on two types that have been designed for education of students in the tertiary sector. The systems use elements of adaptivity in order to accommodate as many users as possible. They serve both as a support of presence lessons and, primarily, as the main educational environment for students in the distance form of studies – e-learning. The systems are described from the point of view of their functionalities and typical features that show their differences. The authors conclude with an attempt to choose the best features of each system, which would lead to creation of an even more sophisticated intelligent tutoring system for e-learning.

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Greenwood, Charles. "Classwide Peer Tutoring." Behavior and Social Issues 7, no. 1 (May 1997): 53–57. http://dx.doi.org/10.5210/bsi.v7i1.299.

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Anderson, J. R., C. F. Boyle, and B. J. Reiser. "Intelligent Tutoring Systems." Science 228, no. 4698 (April 26, 1985): 456–62. http://dx.doi.org/10.1126/science.228.4698.456.

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ROSS, P. "Intelligent tutoring systems." Journal of Computer Assisted Learning 3, no. 4 (December 1987): 194–203. http://dx.doi.org/10.1111/j.1365-2729.1987.tb00331.x.

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Wood, Charles L., Sara M. Mackiewicz, Renee K. Van Norman, and Nancy L. Cooke. "Tutoring With Technology." Intervention in School and Clinic 43, no. 2 (November 2007): 108–15. http://dx.doi.org/10.1177/10534512070430020201.

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Gardner, Ralph, Michele M. Nobel, Terri Hessler, Christopher D. Yawn, and Timothy E. Heron. "Tutoring System Innovations." Intervention in School and Clinic 43, no. 2 (November 2007): 71–81. http://dx.doi.org/10.1177/10534512070430020701.

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Bowman-Perrott, Lisa. "ClassWide Peer Tutoring." Intervention in School and Clinic 44, no. 5 (April 21, 2009): 259–67. http://dx.doi.org/10.1177/1053451208330898.

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Turpie, I., and P. Blumberg. "Learning by tutoring." Academic Medicine 74, no. 10 (October 1999): 1051–2. http://dx.doi.org/10.1097/00001888-199910000-00001.

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Journal articles on the topic 'Tutoring'

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