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Velasco, Jonathan B., and Marilyne Stains. "Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students." Chemistry Education Research and Practice 16, no. 4 (2015): 856–68. http://dx.doi.org/10.1039/c5rp00103j.
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It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.
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Budiarso, Iwan, Hendi Suhendraya Muchtar, Suharyanto H Soro, and Dinny Mardiana. "Online Tutorial And Webinar Tutorial Management On Distence Learning Process At Indonesia Open University." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1708–14. http://dx.doi.org/10.51601/ijersc.v3i4.470.
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The Open University provides study assistance services to students in the form of a Tutorial program. The implementation of the Tutorial managed by the Tutor as a facilitator has not run optimally. This situation becomes the background of the research problem. The purpose of this research is to analyze the management of Tuton and Tuweb tutors. The theory used is in the form of management functions initiated by Terry. This research is a descriptive study with a qualitative approach that reveals the situation by describing the reality correctly and naturally in the distance learning procession. Data was collected through observation, interviews, documentation, and triangulation. The data obtained were then reduced, presented, and concluded. The results of the research generally reveal that management functions have been carried out but their implementation has not been fully implemented. Specific conclusions show (1) Planning: carrying out tutorial preparation meetings and tutor evaluations. (2) Organizing: determine the standardization of Tutors, standardization of recruitment, employment contracts, letters of assignment, and decrees for Tutors Tutons, and letters of assignments for Tutors Tuwebs. (3) Mobilization: organizing Tutor training and refreshment, Whatsapp Group communication, providing reminders and motivation, (4). Controlling: Tuton tutors do not have a routine control schedule yet. Tuweb tutors have a regular control schedule. (5) There are obstacles and solutions as well as future improvements. From these general and specific conclusions, the researcher recommends the Tutor management model to maximize the Tutor management which will have implications for improving the Tutor's performance in managing the Tutorial class.
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Chapman, Elaine, and David Leach. "Classwide Peer Tutoring: A Comparison of “Tutor Huddle” and Teacher-Directed Procedures." Australian Educational and Developmental Psychologist 8, no. 2 (November 1991): 2–7. http://dx.doi.org/10.1017/s0816512200026432.
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ABSTRACTA 12-week classwide peer tutoring program in multiplication based on the “tutor huddle” procedure was compared with a conventional teacher-directed procedure. Two sixth-grade classes (n=52) were divided into higher and lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.
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Fitri, Amelia Dwi, Harsono Mardiwiyoto, and Efrayim Suryadi. "Persepsi Mahasiswa dan Tutor tentang Kejadian Kritis Selama Diskusi Tutorial dan Jenis-jenis Interview Terhadap Kejadian Tersebut." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 3 (November 30, 2013): 159. http://dx.doi.org/10.22146/jpki.25179.
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Background: Tutorial group discussion is one of the key features of problem based learning. The tutor-facilitated group discussion is not always work as planned. Critical incident during tutorial is one of the factors that may hinder group dynamics. Six factors hindering group dynamics (unequal participation, lack of cohesion, lack of motivation, lack of elaboration, lack of interaction, and personality problem), play role in critical incidents during tutorial. Tutor’s and students’ perception on critical incidents are affected by each individual point of view on the incidents. The point of view will influence intervention expected by students and actual intervention done by tutor. Tutor’s capability to do proper intervention is one of the factors needed to ensure group discussion to progress well. The aim of this research is to identify students and tutors perception on critical incidents during tutorial and types of intervention done by tutor to overcome these incidents.Method: This is a mixed-method research which combines quantitative and qualitative approaches. 352 students of 4 batches and 21 tutors involved in this research. Students and tutors’ perception on critical incidents were collected using questionnaire consist of 36 Likert-scale items, and 2 open-ended questions. Intervention done by tutors was further explored using focus group discussion with tutor and students, based on quantitative result.Results: Similar perception were found in both students and tutors regarding the factors influenced critical incidents during tutorial the most, which was unequal participation. Nevertheless, different perception was found between students and tutors on factor that hindered discussion which require tutor intervention; students with difficult personality, whereas tutors stated participation imbalance. The other five factors: tutor’s factors, feedback, assessment, quality of scenario, logistics, and scheduling issue were found to have role in critical incidents in tutorial. Tutor’s intervention to critical incidents had been done, even so, further development is needed.Conclusion: Students’ and tutors’ perception on critical incidents were in line in term of the most frequent incidents, but differ in factor that hinder discussion the most and require tutor’s intervention. There were many other factors that influenced critical incidents besides students’ factors. Interventions which had been done by tutors were not adequate in order to overcome arising critical incidents.
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Bendjebar, Safia, Yacine Lafifi, and Hamid Seridi. "Modeling and Evaluating Tutors' Function using Data Mining and Fuzzy Logic Techniques." International Journal of Web-Based Learning and Teaching Technologies 11, no. 2 (April 2016): 39–60. http://dx.doi.org/10.4018/ijwltt.2016040103.
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In e-learning systems, the tutors play many roles and carry out several tasks that differ from one system to another. The activity of tutoring is influenced by many factors. One factor among them is the assignment of the appropriate profile to the tutor. For this reason, the authors propose a new approach for modeling and evaluating the function of the tutors. This technique facilitates the classification among tutors for adapting tutoring to student's problems. The component of the proposed tutor model is a set of profiles which are responsible for representing the necessary information about each tutor. A fuzzy logic technique is used in order to define tutor's tutoring profile. Furthermore, the K nearest neighbor algorithm is used to offer much information for each new tutor based on the models of other similar tutors. This new approach has been tested by tutors from an Algerian University. The first results were very encouraging and sufficient. They indicate that the use of fuzzy logic technique is very useful and estimate the adaptation of the tutoring process according to tutors' skills.
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Zheng, Binbin, and Zilu Wang. "Near-peer teaching in problem-based learning: Perspectives from tutors and tutees." PLOS ONE 17, no. 12 (December 14, 2022): e0278256. http://dx.doi.org/10.1371/journal.pone.0278256.
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Introduction This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum. Methods This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data. Results Our study found no difference between near-peer tutees’ and faculty tutees’ perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators. Conclusion Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.
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Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.
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The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.
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Andriani, Agis, Fuad Abdullah, Arini Nurul Hidayati, and Noer Aini Nanda Syafira. "Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions." Journal of Education and Learning (EduLearn) 18, no. 1 (February 1, 2024): 253–60. http://dx.doi.org/10.11591/edulearn.v18i1.21175.
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Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
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Carr, W. David, Jennifer Volberding, and Phillip Vardiman. "A Peer-Assisted Learning Program and its Effect on Student Skill Demonstration." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 129–35. http://dx.doi.org/10.4085/1947-380x-6.3.129.
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Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old, 19.5±1.2) enrolled in the professional phase of an accredited Athletic Training Education Program. Measurements: Pretest and posttest performance for the peer-tutors and post-peer interaction for the peer-tutees on identified therapeutic modality and orthopedic assessment psychomotor skill sets. Peer-tutors were randomly assigned to one of four groups; PAL only (PAL), PAL and the focused review session (PAL+), focused review session only (REV), and a control group (CON). Peer-tutees were randomly assigned to interact with the peer-tutors from the PAL and PAL+ or no interaction as a control group. Pretest-posttest percentage correct average changes for the peer tutors were analyzed with an ANOVA. Results: The pretest-posttest skill scores were found to be significantly different for the peer-tutors (F3,102 = 4.703; P = .004). Post-hoc means comparison revealed significant differences between the peer-tutor groups PAL versus CON, PAL+ versus CON, and REV versus CON. Analysis of the peer-tutee means revealed no significant differences (PAL; .906 ± .087, PAL+; .918 ± .077, and Control; .881 ± .061). Conclusion: These data suggest that peer interaction can increase student skill performance scores for the peer-tutors. A visual review of the means indicates a trend of increased skill level for the peer-tutees that received peer-tutoring from the PAL+ peer tutors. No significant difference was found with the REV group. It would appear from the peer-tutor perspective that a focused review session has more of an effect on student learning than peer interaction.
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Imtiaz, Asif. "Exploring Factors Influencing Satisfaction of the University Students Who Work as Private Tutors." International Education Studies 11, no. 5 (April 27, 2018): 133. http://dx.doi.org/10.5539/ies.v11n5p133.
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Private Supplementary Tutoring (PST) have attracted enormous attention in recent days. Bangladesh experiences both forms of PST – formal and informal. There is a considerable amount of research based on the demand-side of PST. The tutors, who are the suppliers of PST in the market, are the center of attention in this paper. The forces that affect the satisfaction of a tutor from providing tuition have been investigated here through factor analysis and stepwise regression. Analyzing a set of tutors from University of Dhaka, tutoring environment and financial independence are found to have a positive relationship with the satisfaction level of a tutor. Transportation costs as well as disadvantageous factors of tutoring as in wasting productive time, hampering academic results, lack of recreation pull the level of satisfaction down. Tutors are thought to be self-concentrated since result and improvement of the tutees are absent from the formulation of their satisfaction. Driving a wedge of fellow feeling between tutors and tutees will enhance the quality of education.
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Virgós Sánchez, Marta, María del Henar Pérez Herrero, and Joaquín Lorenzo Burguera Condon. "Necesidades formativas detectadas por los tutores y tutoras de empresa de Formación Profesional Dual en Asturias." Revista de Investigación Educativa 41, no. 2 (July 7, 2023): 399–415. http://dx.doi.org/10.6018/rie.518591.
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Dual Vocational Training requires coordinated work between educational institutions and companies in order to provide students with a comprehensive training that promotes their personal, academic and professional development. In this scenario, in which the company is conceived as a didactic environment, the company tutor acquires great relevance for the optimal development of this training modality. The aim of this study is to identify the training needs of company tutors in the Principality of Asturias. For this purpose, a qualitative methodology has been used, based on interviews with key informants from different sectors and companies of different sizes. The categorization process of information has been developed using the MAXQDA software (v.20). Data analysis revealed the need for specific training for these agents, as well as the lack of coordination and communication between educational centers and companies. The study concludes by indicating the relevance of establishing synergies between educational centers and companies, as well as providing company tutors with the necessary knowledge and tools for the proper performance of their training tasks. In addition, it is necessary to give visibility to company tutors by the institutions involved in Dual FP. Moreover, the educational and labor authorities should provide the necessary means so that these professionals can perform their functions in an optimal way. La Formación Profesional Dual requiere del trabajo coordinado entre las instituciones educativas y las laborales con el fin de dotar al estudiante de una formación integral que favorezca su desarrollo personal, académico y profesional. En este escenario, donde la empresa se configura como un entorno didáctico, la figura del tutor o tutora de empresa adquiere suma relevancia para el desarrollo óptimo de esta modalidad formativa. El objetivo del estudio es identificar las necesidades formativas de los tutores y tutoras de empresa en el Principado de Asturias. Para ello, se ha utilizado una metodología cualitativa, basada en entrevistas a informantes clave de distintos sectores y tamaños de empresa. El proceso de categorización de la información se ha desarrollado mediante el software MAXQDA (v.20). El análisis de datos ha permitido identificar la necesidad de una formación específica para estos agentes, así como la falta de coordinación y comunicación entre centros educativos y empresas. Se concluye indicando la pertinencia de establecer sinergias entre centros educativos y empresas, así como de dotar a los tutores de empresa de los conocimientos y herramientas necesarias para el adecuado desempeño de sus labores de formación. Además, manifiestan que es necesario visibilizar al colectivo de tutores y tutoras de empresa por parte de las instituciones implicadas en la FP Dual, así como que, desde las instancias educativas y laborales, se proporcionen los medios necesarios para que estos profesionales desempeñen sus funciones de manera óptima.
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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen. "Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance." Journal of Teaching in Physical Education 22, no. 1 (October 2002): 105–23. http://dx.doi.org/10.1123/jtpe.22.1.105.
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Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.
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Schill, Christian, Samantha Panich, Mary F. Barbe, Maryellen E. Gusic, and Judith Litvin. "Teaching the tutors: use of an OSTE to train medical students to be peer tutors." Advances in Physiology Education 48, no. 2 (June 1, 2024): 368–77. http://dx.doi.org/10.1152/advan.00007.2024.
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This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors’ skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor’s skills in preparation for their role.
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Liu, Chang, and Nigel Harwood. "Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives." Written Communication 39, no. 2 (February 28, 2022): 228–75. http://dx.doi.org/10.1177/07410883211069057.
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This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants’ beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students’ views, tutors’ views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor’s role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre’s aims to the student population and to the wider university, (3) expanding the centre’s activity across the university, and (4) strengthening tutor training and development.
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Kazoka, Dzintra, and Mara Pilmane. "TUTOR`S ROLES AND PERFORMANCES IN MODERN HUMAN ANATOMY COURSE SUPPORTED BY VIRTUAL TECHNOLOGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 341. http://dx.doi.org/10.17770/sie2020vol1.4954.
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Dynamical development of technologies changes not only education system in medicine at Rīga Stradiņš University, but there are a lot of performances in roles of the tutors, their skills and knowledge. The aim of this study was to investigate how the use of the 3D virtual dissection table “Anatomage”, like a platform for teaching of the students, transforms the tutor’s roles. In years 2016-2019 ten tutors learned the virtual technology well enough to utilize it in the practical classes and to integrate new, modern content into Human Anatomy curriculum at Department of Morphology. Tutors used virtual dissection platform and tools for a variety of purposes and in many ways. New technology helped tutors to develop topics with more interactive, complex tasks and collaboration among students, promoted required assessment methods and student self-assessment. Based on the variety of roles played by the Human Anatomy tutor in this virtual experience, through the focus groups we were fixed four main tutor’s roles types (technical, pedagogical, social and leadering). Variations in the usage of the “Anatomage” offered and reflected important performances, differences and divergences in tutors and their`s beliefs about the utility of this technology in the study course.
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Подпльота, Світлана. "Форми та методи морального виховання у тьюторських практиках Англії." Viae Educationis. Studies of Education and Didactics 1, no. 3 (2022): 43–53. http://dx.doi.org/10.15804/ve.2022.03.04.
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The article emphasizes that every year in England the moral development of the individual receives more and more attention, and the number of programs of moral education in colleges and universities is constantly growing. It is proved that the content of tutor training programs is aimed at teaching morals, instilling values, as well as the use of various pedagogical approaches and methods. Tutoring professional development programs promote their ethical and moral development, teach them to think critically about various issues of moral and ethical content. It has been established that proper education of students by tutors helps to enrich their knowledge, morals, values and ethics. The tutor develops morals and values through many methods, such as conversation, essay writing, role play, debate, discussion, projects, interviews, brainstorming; use of resource materials through poems, stories, songs, photographs, posters and slogans. These techniques effectively help tutors teach students to critically evaluate important issues, taking into account morals, values and ethics. The article describes the forms and methods used by tutors, especially affect the development of values, morals and ethics, help to motivate students and promote universal values. Through discussion and reading, research and writing gradually, week after week, semester after semester, year after year, English students learn to think independently and, most importantly, to act according to the laws of morality. The article states that tutors have their own “style” of upbringing, which is partly related to their own experience, attitude to life, as well as individual qualities. It has been proven that students in the tutorial are in an environment that promotes their comprehensive, harmonious development and helps them succeed. Tutor support leads to the fact that the tutees are confident in their ability to make successful progress, set priorities, overcome conflicts, set realistic personal goals; ask for help, solve problems, develop their moral culture. Respect and love for the tutees show the level of development of the tutor’s moral consciousness. This love is manifested in trust, respect, exactingness, justice, nobility and kindness. It is substantiated that in order to form one’s own image and establish a trusting relationship with the tutees, a tutor carefully prepares for the tutorials; demonstrates his or her respect, sincerity, empathy, interest and contact; is friendly, always in a good mood; penetrates into the spiritual world of the tutee, takes into account his or her values and preferences; offers and asks for help, listens to advice; determines what impresses and fascinates them.
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Houghton, Stephen, and Ted Glynn. "Peer Tutoring of Below Average Secondary School Readers Using Pause, Prompt, and Praise: The Successive Introduction of Tutoring Components." Behaviour Change 10, no. 2 (June 1993): 75–85. http://dx.doi.org/10.1017/s0813483900005568.
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Five tutor-tutee pairs of 13-year-old students who were below average in reading participated in a program of remediated reading using the Pause, Prompt, and Praise procedures. Whereas previous research has shown that these procedures can be learned concurrently by peer tutors, this study showed that the procedures can also be learned successively. Data indicate that the five tutors readily learned to implement all components of the procedure, and that both tutors and tutees made major gains in reading accuracy and comprehension.
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Kang, Myunghee, Sujie Lee, Minjeong Kim, and Minji Kim. "The Impact of Tutors’ Domain and Teaching Expertise on Medical Students’ Learning Outcomes in a PBL Environment." Korean Medical Education Review 13, no. 2 (December 31, 2011): 9–23. http://dx.doi.org/10.17496/kmer.2011.13.2.009.
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T his study aimed to investigate the effects of tutors’ domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors’ domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors’ domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors’ domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.
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Leung, Kim Chau. "An updated meta-analysis on the effect of peer tutoring on tutors’ achievement." School Psychology International 40, no. 2 (October 30, 2018): 200–214. http://dx.doi.org/10.1177/0143034318808832.
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Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors’ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors’ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-analysis software programme and SPSS macro for analyses. It was found that the weighted mean effect size was 0.43 ( p < 0.001). Moreover, the crucial parameters for optimizing the effectiveness of peer tutoring interventions are identified as follows: Tutees with low academic ability; tutors coming from secondary school; fewer tutor training sessions per week; shorter tutor training time per session; choosing mathematics as subject content; random assignment of tutees and tutors; structured peer tutoring; same-age non-reciprocal peer tutoring; same-sex dyad grouping; and more weekly tutoring sessions but longer tutoring time for each session.
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Seaford, M., and M. D. Allinson. "Exploring pre-registration tutors’ views on professionalism and leadership skills shown by pre-registration tutees." International Journal of Pharmacy Practice 30, Supplement_1 (April 1, 2022): i32. http://dx.doi.org/10.1093/ijpp/riac019.044.
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Abstract Introduction The GPhC introduced new standards on the initial education and training of pharmacists which requires leadership and professionalism to be demonstrated (1). It was reported previously that pre-registration tutees did not possess the professional and leadership skills expected of them when starting the pre-registration year (2). It is important to see if current tutees are meeting the new standards. If they are not, this would suggest that more should be done in undergraduate training to address this gap. Aim This study aimed to explore the views of pre-registration tutors on the professionalism and leadership skills of current pre-registration tutees and to identify what more could be done to develop these skills during the undergraduate and pre-registration years. Methods A semi-structured interview schedule was developed based on the aim of the study and relevant literature. It addressed attitudes and behaviours thought to demonstrate leadership and professionalism, tutors’ views on tutee’s skills, and the roles of tutors, tutees and undergraduate education in developing these skills. Regional Managers working for Well Pharmacy were informed of the study. Those interested in participating provided contact details of the pre-registration tutors within their area. In October 2020, individual tutors were invited by email to participate, with a participant information sheet and consent form attached. Potential participants were followed-up by telephone and a convenient time for interview arranged. Telephone interviews were digitally recorded, transcribed verbatim and thematically analysed using the Framework Approach. Interviews were continued until no new broad themes emerged. Results Twelve tutors based across England and Wales were interviewed, seven were male, and experience ranged from newly qualified to 20 years in practice. Five main themes emerged: role of undergraduate education; role of the tutor and tutee; professional behaviours of tutees; leadership skills of tutees; challenges and barriers. The role of undergraduate education was perceived to be that of instilling basic knowledge and providing work experience through placements. Interviewees suggested that more undergraduate multi-sector placements could be offered, with a greater focus on leadership skills. The tutors’ role was reportedly to coach, support learning and be a role model whilst tutees needed to understand their limitations and learn from their tutor and pharmacy team. Communication skills, confidence and teamwork were cited as the most desired skills with tutees not always excelling in these. Limited knowledge, individual characteristics and lack of experience were reported as barriers for tutees, with time constraints, paperwork, and staffing issues for tutors. Interviews were conducted across a wide geographical area with tutees likely to have attended various universities. However, the study focused on community pharmacy only, and interviews were conducted three months into the pre-registration year, whilst leadership skills develop over time. Conclusion This study highlights the need for increased placement hours in undergraduate education; the advent of HEE funding to support further placement activity is welcome. A greater focus on communication, teamwork and leadership in the MPharm may benefit future tutees. In addition, pharmacy organisations could introduce more protected tutor/tutee time for tutors to support tutees in developing their skills. References (1) General Pharmaceutical Council, 2020. Initial education and training for pharmacists. Available at: <https://www.pharmacyregulation.org/initial-training> [Accessed 14 October 2021]. (2) Christou, M. and Wright, D., Engendering and appraising professionalism within the UK pharmacy pre-registration year: Identifying the current barriers. Pharm Educ, 2011:11(1):107-14. Available at: https://pharmacyeducation.fip.org/pharmacyeducation/article/view/338/307 [Accessed 14 October 2021].
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Purba, Theresia Okta Veralita. "Inside Tutor Capabilities Utilizing Media Training Learning Bridal." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 1 (April 22, 2021): 57–61. http://dx.doi.org/10.24036/kolokium-pls.v9i1.467.
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Tutor's Ability to Utilize Learning Media for Bridal Makeup Training Program at LKP Ulfah Karawang. The ability of tutors to use instructional media at the time of implementation is already in the skilled stage. In conducting the training there are three stages, namely planning, implementation and evaluation. The cosmetology training plan includes initial preparation with activities that include preparing modules as teaching material to be delivered by tutors, reviewing the material to be delivered and preparing examples of Sundanese-style bridal fashion and facial sketch media. In the implementation of tutors utilizing media that has been prepared beforehand, and in the delivery of material the tutor uses examples of Sundanesestyle bridal clothing and facial sketch media. The next stage is evaluation, the evaluation is centered on the tutor because only the tutor evaluates. Evaluation is carried out at each meeting to determine the ability of learning citizens. The overall evaluation was conducted at the last meeting, namely the makeup competency test. The overall evaluation phase tutors judge based on the results because if the results are appropriate then the makeup technique is correct and the media utilization is correct. The inhibiting factor in utilizing the learning media of LKP Ulfah's bridal make up training program comes from internal and external factors. Internal factors that arise obstacles are the nature of what it is in utilizing learning media, while the external factor is the limited space and the limited media used. In preparation, implementation and follow-up in utilizing tutor learning media is less than optimal.Keywords: the ability of tutors, learning media
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VORONTSOV, DMITRIY B., ANNA V. VORONTSOVA, SVETLANA S. GOLITSINA, NATALYA I. MAMONTOVA, MARIA S. PETROVA, and NATALYA B. TOPKA. "TUTOR SUPPORT FOR INTENSIVE FORMS OF STUDENTS’ JOINT ACTIVITIES." Cherepovets State University Bulletin 4, no. 103 (2021): 126–44. http://dx.doi.org/10.23859/1994-0637-2021-4-103-11.
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The article focuses on the problems of content, tasks, functions, difficulties in the practice of a tutor to support intensive forms of students’ joint activity. The authors offer their own interpretation of the concept of “intensive forms of education”, analyze their own experience of tutoring, applying the method of in-depth interviews. The article presents a view of the goals of education intensive forms, the tutor’s role and competencies while supporting a project intensive course, ways of training tutors, means of overcoming difficulties and increasing the tutors’ satisfaction from their own practices.
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Bánfi, Gréta, and Erzsébet Korom. "Természettudományos vizsgálatok környezetismeret-órán: egy tutorprogram tapasztalatai a tutordiákok nézőpontjából." Képzés és Gyakorlat 21, no. 1 (July 29, 2023): 33–42. http://dx.doi.org/10.17165/tp.2023.1.33-42.
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The development program we examined took place through the application of cross-aged peer tutoring. Sixth-grade tutors and fourth-grade students (tutees) participated in the research. The main aim of the program is to encourage students to conduct simple experiments in line with the science subject curriculum. The experiments are guided by older students. We were interested in what impressions the tutors had of the session series. We examined the experiences of tutor students (N = 12) with a program evaluation questionnaire containing open and closed questions. The tutor students applied for the program because they found it interesting. The aim of the program, according to the tutors, was to try out the teacher’s role. They liked the guiding experiments and teaching the fourth graders the most, and the biggest challenge was disciplining the students and arousing their interest.
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Stenhoff, Donald M., and Benjamin Lignugaris/Kraft. "A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings." Exceptional Children 74, no. 1 (October 2007): 8–30. http://dx.doi.org/10.1177/001440290707400101.
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Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
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Azni, Fithri, Mukhaiyar Mukhaiyar, and Rusdinal Rusdinal. "PENGARUH KEPEMIMPINAN PENGELOLA, IKLIM KOMUNIKASI DAN MOTIVASI KERJA TERHADAP KINERJA TUTOR PADA PKBM KARANG PUTIH KELURAHAN BATU GADANG KECAMATAN LUBUK KILANGAN KOTA PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 5, no. 1 (December 7, 2011): 28. http://dx.doi.org/10.24036/ld.v5i1.9972.
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The tutor performance at PKBM was a critical success factors of an organization. Based on initial survey on the performance of tutors PKBM Karang Putih Kelurahan Batu Gadang Kecamatan Lubuk Kilangan Kota Padang was found that the performance is still low. The symptoms are thought to relate closely with the management leadership, communication climate, work motivation. This study aims to determine empirically how much influence the management leadership, the communication climate, the work motivation to the performance of tutors, the the management leadership through work motivation to the performance of tutors, the communication climate through work motivation to the performance of tutors.The performance of tutor’s at PKBM Karang Putih Kelurahan Batu Gadang Kecamatan Lubuk Kilangan Kota Padang can be increased by improving the leadership of organizer, communications climate and work motivation.
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Sangwan, Vijayata, Mukesh Sangwan, Sunita Siwach, Shivani Khandelwal, Pinky Lakra, and Rajiv Mahendru. "Introduction of near peer assisted learning approach in teaching proper hand scrub technique among undergraduate students." International Journal of Research in Medical Sciences 6, no. 9 (August 25, 2018): 3004. http://dx.doi.org/10.18203/2320-6012.ijrms20183634.
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Introduction: In near peer assisted learning (NPAL)tutor is of the same level of education as with one to two years senior but within the same broad grade. Literature suggests that it fosters qualities like leadership, self-confidence and mentoring in tutors with simultaneous provision of a cordial learning environment to tutees. With this study we introduced NPAL in our newly established institute and assessed its feasibility, student’s perception, future applicability.Method: After having ethical clearance from institution, the students and faculty of Department of Obstetrics and Gynaecology were sensitized. The interns posted in labor room were designated as tutors and maternity students were included as tutees. The surgical hand scrub was the topic of teaching. The faculty taught interns and assessed, then interns taught maternity students and they were assessed by faculty members. The interns were again assessed by faculty. Afterwards both these interns and maternity students supposed to work together in labor room, the feedback was taken from all with a structured questionnaire using Likert scale.Result: The results were encouraging from all the corners, the tutors, tutees and faculty agreed that NPAL is a better method of teaching strongly enhancing the learning of tutors and their communication skills and develops positive attitude towards teaching as a part of their profession. The tutees found a cordial learning environment with a cognitive congruence with their tutors and felt very comfortable while working with them. Faculty also showed a positive attitude towards NPAL.Conclusion: NPAL is a good adjunct to standard teaching but could not substitute standard teaching.
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Asamoah-Gyimah, Kenneth. "Influence of Knowledge of Assessment on Test Construction Skills among Tutors of College of Education in Ghana." American Journal of Education and Practice 6, no. 3 (September 2, 2022): 60–71. http://dx.doi.org/10.47672/ajep.1177.
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Purpose: A tutor’s ability to develop and incorporate assessment data into classroom instructions is a function of their assessment literacy. While the tutors’ assessment literacy level is a determinant of the quality of education delivery, research in the area of test construction skills competency among teacher educators remains sparse. The main aim of the study was to explore the influence of tutors’ knowledge in assessment on their test construction skills.
Methodology: The descriptive survey design was used in the study to investigate the predictive relationship between tutor knowledge in assessment and test construction skills. Hundred and fifty (150) tutors were sampled using proportionate stratified sampling technique. The Teacher Knowledge in Assessment Scale (TKAS) and Test Construction Skills Inventory (TCSI) were administered to 150 College of Education (CoE) tutors to solicit their views. Descriptive statistics, specifically, mean and standard deviations, and Structural Equation Modelling (SEM) approaches were used to test the study hypotheses.
Findings: The study's findings revealed that tutors had a high level of assessment knowledge and test construction skills. Also, tutors’ knowledge of assessment was found to significantly predict test construction skills.
Recommendations: The study recommended the frequent use of literacy standards provided by AFT, NCME, and NEA (1990). The study further recommended that CoE management frequently organise workshops on state-of-the-arts modules of assessment to maintain the knowledge level of tutors. Finally, CoE management should take the interest in engaging measurement and evaluation experts frequently, not only as a strategy to updates tutors’ knowledge but also to promote efficient implementation of multiple assessment procedures.
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Karpenkova, I. V. "Analysis of Tutor Training Programs for Inclusive Education." Psychological-Educational Studies 14, no. 3 (2022): 78–96. http://dx.doi.org/10.17759/psyedu.2022140305.
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The article is devoted to the current problem – the training of tutors for inclusive education. The high need for tutors and the specific communication with children with disabilities assumes the availability of affordable, high-quality training programs at different levels of education. The author analyzed the websites of 50 state universities with faculties of a psychological and pedagogical orientation, and (or) offering training programs for inclusive education, as well as 20 websites of additional education organizations offering advanced training and retraining courses, on the Internet, upon request for the training of tutors for inclusive education. Found curriculum programs were analyzed according to various criteria, including the compliance of the content of the program with the professional standard of the tutor and formed professional competencies. The analysis showed that the proposed training programs for tutors for inclusive education do not sufficiently develop the necessary professional competencies in accordance with the Professional Standard. This is also confirmed by the interviews of 30 already working tutors who were asked questions about their education and abilities to overcome the difficulties that arise in the process of accompanying students with disabilities. The author sees a way out of this situation in the creation of an accessible system for training tutors for inclusive education, based on expanding the number of programs for different levels of education and improving the quality of these programs through the development of courses that form the professional competencies of tutors that correspond to the Tutor's Professional Standard.
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Sithole, Mashango Phillemon. "Perceptions of tutors on tutor training at a University of Technology." Independent Journal of Teaching and Learning 19, no. 1 (May 21, 2024): 50–63. http://dx.doi.org/10.17159/ijtl.v19i1.18852.
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Tutor training is an essential component of any university’s tutoring programme, but the role of tutor training is often understudied. Underpinned by a reflective practice theoretical lens, this study investigated the perceptions of tutors regarding the tutor training they receive at the beginning of the semester, with the thesis that tutor training imbues tutors with essential skills. A quantitative approach was assumed, buttressed by a positivist worldview. A sample was drawn from tutors who participated in the tutor training (n=69), whereas a self-administered questionnaire was used to collect data. Statistical analysis was conducted through the Independent Samples t-test (One-sample t-test). Results reveal that tutors who participated in the survey felt more confident, personally developed, more empathetic, and skilled in academic areas such as writing and student diversity. Training appears to help them understand the dynamics of teaching and learning and contributes positively to their work as tutors. The main implication of the study is that universities should invest in tutor training.
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Titik Setyowati, Rahyu Setiani, Dwi Sambada, Wuwuh A. Surasmi, and Dwikoranto. "Improving the Quality of Tutorials to Create a Quality Culture Through an Integrative Selection of Tutors." Studies in Philosophy of Science and Education 1, no. 3 (December 6, 2020): 104–12. http://dx.doi.org/10.46627/sipose.v1i3.31.
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Open University is needed to meet the needs of studying without being limited by space, time, amount, cost, age, and distance with a quality tutor. This study aims to describe the ideal form of tutor recruitment, the role of tutors and get quality tutors. This survey research was conducted at the Distance Learning Program Unit (DLPU) Surabaya with data collection methods through observation, interviews, questionnaires and documentation. Sources of data were obtained from Study groups, Tutors, Department of Education, Regional Responsibility in the tutorial period 2019.1 and 2019.2. Data were analyzed descriptively. The results showed that: (1) The ideal form of tutor recruitment is through tutor selection, through the tutor candidate test, through agency recommendations and special offers. (2) The role of tutors in the professional learning process is that tutors are still needed for certain subjects, as innovators and motivators, to play a role in reducing dropout. (3) To get quality tutors and not only as a part-time job so that tutors in working remain professional is to build a sound system. The obligations and rewards that are received appropriately. Between taxes and a decent income. Also, between expertise or rank need to be adjusted to the level of compensation which is given.
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M., Marieswari, and Prema N. "Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT." English Language Teaching 9, no. 11 (September 27, 2016): 1. http://dx.doi.org/10.5539/elt.v9n11p1.
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<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test marks of both control and experimental group were analyzed by using ‘t’ test. The result revealed that, the experimental group students (both tutors and tutees) exhibited a remarkable improvement in learning who received the content through peer tutoring than the control group students who were taught by the researcher through traditional way of teaching.</p>
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McKevitt, Conor Thomas. "Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity." Journal of University Teaching and Learning Practice 13, no. 1 (January 1, 2016): 4–24. http://dx.doi.org/10.53761/1.13.1.2.
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Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.
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Djannatun, Titiek, Riyani Wikaningrum, Rita Rita Murnikusumawatie, and R. W. Susilawati. "Peningkatan Kompetensi Tutor Blok Elektif dalam Pembuatan dan Penilaian Laporan Kasus." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 5, no. 3 (November 28, 2016): 173. http://dx.doi.org/10.22146/jpki.25447.
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Background: Elective block of the Faculty of Medicine YARSI University offers five topics. The evaluation results found a variation of tutor competence in writing and grading the case reports. The aims of this study is to improve the tutors’ competence in writing and grading Case Report.Method: Ten Case reports were selected and assessed by the study team. Thirty Tutor participated in the workshop. The tutor competence in the assessment case reports were analysed by pre test and post test compared with expert. Tutors’ performance was analyzed using the inter-rater reliability and students feedback using questioner.Results: This study found that 13 tutors gave lower absolute number of grade after the workshop, range from 1 to 14 points, and 3 tutors gave higher grade range from 3 to 6 points, and 5 tutors gave the same grade. The differences between the tutors’ and standard widened in 9 (42.9%) shortened in 9 (42.9%), and the same in 3 (14.3%). The workshops have a positive impact on achieving similar perception case report writing and grading. Conclusion: The case report grading must be done by tutors who have the same competence and perception of each grading item. The workshop gave the positive impact to the tutor as a rater. Case report grading with rubric to get a fair and valid must be assessed by more tutors.
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González-Benito, Ana, Consuelo Vélaz-de-Medrano Ureta, and Esther López-Martín. "La tutoría en educación primaria y secundaria en España: una aproximación empírica//Tutoring in primary and secondary education in Spain: an empirical approach." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 2 (December 10, 2018): 105. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23156.
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RESUMEN En el presente artículo se proporciona una panorámica actualizada del sistema de tutoría en Educación Primaria y en Educación Secundaria Obligatoria establecido en España, a partir del análisis de diferentes factores como son: el tiempo dedicado a las tareas asociadas a la tutoría, la cobertura de la tutoría, los obstáculos para dar respuesta a las necesidades de tutoría, el nivel de satisfacción y el reconocimiento del trabajo como tutor y la coordinación entre tutores. Para ello, se lleva a cabo un estudio descriptivo mediante encuesta, en el que participan un total de 6658 directores, tutores y orientadores. Los sujetos fueron seleccionados a partir de un muestreo aleatorio proporcional al tamaño de las sub-poblaciones de cada Comunidad Autónoma. Los resultados muestran cómo los tutores dedican mayor tiempo a aquellas tareas relacionadas con el tránsito entre niveles educativos, la atención al alumnado con necesidades de apoyo y la mejora de la convivencia en el centro. Los profesionales encuestados consideran que las necesidades de tutoría, en general, están cubiertas, pero los tutores consideran que su trabajo se valora de modo diferente por el equipo directivo, el profesorado, los estudiantes y las familias en función de la etapa educativa. ABSTRACT This article provides an updated overview of the system of tutoring in Primary Education and Obligatory Secondary Education established in Spain, based on the analysis of different factors such as: time spent on tasks associated with tutoring, tutorial coverage, obstacles to respond to tutoring needs, the level of satisfaction and recognition of work as a tutor and coordination among tutors. To this end, a descriptive study is carried out through a survey, involving a total of 6658 directors, tutors and counselors. Subjects were selected from a random sampling proportional to the size of the sub-populations of each Autonomous Community. The results show how tutors dedicate more time to those tasks related to transit between levels of education, attention to students with support needs and improvement of coexistence in the center. The professionals surveyed consider that tutoring needs in general are covered, but the tutors consider that their work is valued differently by the management team, teachers, students and families depending on the educational stage.
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Urbina Nájera, Argelia B., and Jorge De la Calleja. "Selección de tutores académicos en la educación superior usando árboles de decisión." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 1 (December 27, 2018): 108. http://dx.doi.org/10.5944/reop.vol.29.num.1.2018.23297.
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RESUMEN En este documento se presenta un método para mejorar el proceso de tutoría académica en la educación superior. El método incluye a identificación de las habilidades principales de los tutores de forma automática utilizando el algoritmo árboles de decisión, uno de los algoritmos más utilizados en la comunidad de aprendizaje automático para resolver problemas del mundo real con gran precisión. En el estudio, el algoritmo arboles de decisión fue capaz de identificar las habilidades y afinidades entre estudiantes y tutores. Los experimentos se llevaron a cabo utilizando un conjunto de datos de 277 estudiantes y 19 tutores, mismos que fueron seleccionados por muestreo aleatorio simple y participación voluntaria en el caso de los tutores. Los resultados preliminares muestran que los atributos más importantes para los tutores son la comunicación, la autodirección y las habilidades digitales. Al mismo tiempo, se presenta un proceso de tutoría en el que la asignación del tutor se basa en estos atributos, asumiendo que puede ayudar a fortalecer las habilidades de los estudiantes que demanda la sociedad actual. De la misma forma, el árbol de decisión obtenido se puede utilizar para agrupar a tutores y estudiantes basados en sus habilidades y afinidades personales utilizando otros algoritmos de aprendizaje automático. La aplicación del proceso de tutoría sugerido podría dar la pauta para ver el proceso de tutoría de manera individual sin vincularla a procesos de desempeño académico o deserción escolar.ABSTRACTIn this paper, we present a method for the tutoring process in order to improve academic tutoring in higher education. The method includes identifying the main skills of tutors in an automated manner using decision trees, one of the most used algorithms in the machine learning community for solving several real-world problems with high accuracy. In our study, the decision tree algorithm was able to identify those skills and personal affinities between students and tutors. Experiments were carried out using a data set of 277 students and 19 tutors, which were selected by random sampling and voluntary participation, respectively. Preliminary results show that the most important attributes for tutors are communication, self-direction and digital skills. At the same time, we introduce a tutoring process where the tutor assignment is based on these attributes, assuming that it can help to strengthen the student's skills demanded by today's society. In the same way, the decision tree obtained can be used to create cluster of tutors and clusters of students based on their personal abilities and affinities using other machine learning algorithms. The application of the suggested tutoring process could set the tone to see the tutoring process individually without linking it to processes of academic performance or school dropout.
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Govender, Nereshnee, and Tafadzwa Ndadziyira. "Transforming Learning: Reimagining Writing Centre Tutor Training in a University Context." African Journal of Inter/Multidisciplinary Studies 5, no. 1 (2023): 1–10. http://dx.doi.org/10.51415/ajims.v5i1.1319.
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Tutors in the higher education environment play an important role in facilitating student learning. However, they are often inadequately supported in the contexts in which they work. Tutors often require support through structured training and development programmes that embeds theory and practice to equip them with the powerful knowledge needed in their work with students. A re-examination of the support, training and development of tutors is therefore needed. This paper explored a Writing Centre tutor training progamme within a University of Technology (UoT) context. An academics literacies approach to tutor training has been implemented as it enables the creation of opportunities for students and tutors to question the ways in which they are working with knowledge and demonstrating that knowledge through their writing. Through tutors’ narrative, written reflections and within a qualitative inquiry, this paper explored theory based tutor training and how it contributes to a more responsive Writing Centre practice by developing tutors’ undertsanding of their role in transforming thinking, teaching and learning. It argues for the implementation of on-going, structured and theoretically embedded training that foregrounds Writing Centre pedagogy and creates a foundation for tutors’ cognitive development in their work with students.
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Huang, Rui, Wichian Intarasompun, and Nuttamon Punchatree. "Identity Development: Analyzing the Professional Identity of After-school Tutors in China's Competitive Private Education Sector." Journal of Advances in Humanities Research 2, no. 4 (December 28, 2023): 30–38. http://dx.doi.org/10.56868/jadhur.v2i4.193.
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After-school tutoring has grown rapidly in China, employing millions of tutors. However, little research explores these tutors' professional identity development. This study aims to understand the factors shaping tutors' professional identity in Nanning's private tutoring sector. In-depth semi-structured interviews were conducted with 10 experienced tutors in Nanning selected through purposive sampling. The interview questions explored four dimensions of professional identity and influencing factors. Transcripts were analyzed using qualitative coding techniques. Major Findings show that Tutors' professional identity is shaped by their values, academic background, relationships, and work context. Passion for teaching competes with business priorities. Role confusion and lack of belonging challenge identity. Clear expectations, training, and institutional support are needed. The study concludes that by analyzing tutors' identity formation, this study provides insights into strengthening the tutoring profession. Regular training programs, positive student-tutor relationships, and a supportive work environment can enhance tutors' professional identity. Findings inform policies on tutor development in China's expanding private tutoring industry.
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Danilevich, Tatyana A. "The specificity of tutor support for children with disabilities at social and cultural events." Tambov University Review. Series: Humanities, no. 1 (2023): 48–57. http://dx.doi.org/10.20310/1810-0201-2023-28-1-48-57.
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An urgent issue of modern education is the socialization and adaptation of children with disabilities in the proposed inclusive environment, while it is necessary to take into account that this process is complicated by the individual psychological and physiological characteristics of the child. The study is aimed at research the specifics of the work of teachers-tutors with children with disabilities in an inclusive space of socio-cultural events. The objectives of the study include identifying the need for interaction between teachers, teachers-tutors and other persons working with children with disabilities, considering the professional characteristics of a teacher-tutor and analyzing the full range of functions performed by a teacher-tutor in a socio-cultural event. The research methodology includes working with scientific sources and conducting a sociological survey. During the research activity carried out on the basis of the annual open All-Russian festival of Children’s and Youth creativity within the framework of inclusive education “Under the wing of Good”, the process of the teacher-tutor’s work during the inclusive event was analyzed. The results showed that children with disabilities, accompanied by teachers-tutors, were more likely to be able to adapt to the proposed conditions and take part in several sections of the festival.
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Zaidin, Muhammad Arifin, Kusmaladewi Kusmaladewi, and Aziz Thaba. "Analysis of professional competencies and basic skills in distance education tutor tutorials." Cypriot Journal of Educational Sciences 16, no. 6 (December 31, 2021): 3168–83. http://dx.doi.org/10.18844/cjes.v16i6.6531.
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This study aims to examine how the ability to apply professional competency tutors and how the ability to apply basic skills tutorial tutors Early Childhood Education Program in the Makassar Open University Distance Learning Program Unit. This research is type of qualitative research. Research sample consisted of six tutors as key informants. Purposive sampling technique is used with the consideration of key informants in the level II regional pokjar. Data analysis used four stages, namely identification, data reduction, interpretation, explanation, and conclusion. The results of this study indicate that tutors have tutorial readiness, tutors do not check module readiness and do not convey special competencies (KK), the presentation of material is still not optimal. The tutor does not provide apperception, the tutor is flexible and positive in the tutorial, presents the material using power points, the tutor has not maximized the assessment process or learning outcomes.
Keywords: Basic, competence, application, professional, skills, tutorial;
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Saidova, K. Z., G. R. Pozhidaev, I. D. Kotilevets, and I. A. Ivanova. "Analysis of the tutors’ activity for creating a platform for distance tutoring." Informatics and education, no. 6 (September 26, 2021): 18–28. http://dx.doi.org/10.32517/0234-0453-2021-36-6-18-28.
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Today, in connection with the informatization of society, all spheres of life are adapting to distance working conditions. Tutors, like many other teachers, need to adapt to the new lesson format. The article examines how the services of tutors in various subjects via the Internet are provided, what software and educational resources are used to prepare and conduct distance learning, are there any significant differences from the point of view of the tutor in the distance and face-to-face training format. The preferences of tutors regarding the functionality of the system are given, which will be a tool for conducting individual lessons on the Internet. The research was carried out using an empirical method — through a survey. To participate in it were invited tutors who are already teaching online or have taught before, as well as those who are just starting to engage in online tutoring. The results of this research are presented in an article with analytical comments. A detailed description of the tutor’s activities in the process of conducting distance learning is given. As a result, it was concluded that a system for conducting distance lessons is a necessity for a modern teacher engaged in tutoring. The article presents the necessary functional minimum of such a system.
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Son, Ye Ji, and Jeongmin Lee. "Exploring the Challenges Faced by Tutors for a University Tutoring Chatbot Design." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 11 (June 15, 2024): 659–78. http://dx.doi.org/10.22251/jlcci.2024.24.11.659.
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Objectives The purposes of this study were to investigate the challenges faced by tutors in a tutoring program and provide insights for the development of chatbots intended to assist tutors. Methods This study employed the data-triangulation method. 9 tutors from College of Education in the metropolitan area were interviewed about the difficulties they encountered at various stages of the tutoring program. In addition, video recordings of tutoring sessions and previous research on the challenges tutors face were collected and analyzed. The interview data in this study were categorized using Creswell's qualitative research analysis and were validated by comparing the analysis of the tutoring videos and the previous research. Results Tutors encountered various challenges both when at the beginning and during the tutoring program which can be divided into three phases: preparation, activity, and reflection. Initially, tutors faced challenges in their instructional role, particularly as learning process guides. Sencond, tutors also encountered difficulties in their instructional role during preparation. Third, during activity procession tutors also experienced challenges in instructional role. Furthermore, they have problem with social role and administrative role as learning manager. Finally, during reflection, tutors encountered difficulty in their administrative role as organizational manager. These findings have implications for tutor support chatbot design. Conclusions This study categorized the difficulties experienced by tutors based on the time process of the tutoring program and role of the tutor. Based on these results, this study provides implications for designing a chatbot to assis tutors in resolving their challenges.
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Agusriandi, Agusriandi, Elihami Elihami, Irman Syarif, and Ita Sarmita Samad. "Model Analisis Aktivitas Tutor Dalam Learning Management System Berdasarkan Data Log Menggunakan K-Means Dan Deteksi Outlier." Jurnal Teknologi Informasi dan Ilmu Komputer 9, no. 4 (August 31, 2022): 709. http://dx.doi.org/10.25126/jtiik.2022934764.
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<p>Pembelajaran tutor di LMS menyimpan data berupa log yang dapat dimanfaatkan menjadi pengetahuan tentang kinerja tutor. Kinerja tutor yang lemah akan berdampak pada kinerja mahasiswa, dan kinerja institusi secara keseluruhan. Oleh karena itu, tujuan penelitian ini untuk (1) mendeskripsikan dan memantau kinerja tutor yang lemah pada aplikasi LMS berbasis moodle berdasarkan data log, (2) mendeteksi tutor yang termasuk dalam kategori outlier berdasarkan aktivitas yang dilakukan di LMS. Tahapan penelitian ini terdiri atas 4 tahap, yaitu melakukan pengambilan data log aktivitas tutor selama satu semester (n =25), melakukan analisis deskriptif, dan analisis <em>clustering</em> dengan k-means dan deteksi <em>outlier</em>. Hasil temuan penelitian ini menunjukkan bahwa sebagian besar tutor memanfaatkan LMS hanya untuk mengumpulkan tugas, menampilkan materi dan sedikit yang disertai dengan aktivitas-aktivitas lain seperti forum, diskusi, quiz dan lainnya. Tutor dalam menampilkan standar isi atau konten hanya memberikan instruksi pengumpulan tugas dan menampilkan materi dengan menyertakan <em>link</em> atau video dari sumber lain. Fakta lain menunjukkan bahwa tutor jarang memberikan <em>feedback</em> (umpan balik) baik secara narasi maupun penilaian ketika memberikan tugas sehingga totur dalam melakukan pembelajaran online belum memenuhi standar proses pada pembelajaran online. Oleh karena itu, sebagian besar tutor <em>underperformed</em> karena isi dan proses pembelajaran onlinenya belum sesuai standar.</p><p> </p><p><em><strong>Abstract</strong></em></p><p><em>The Tutors’ learning in LMS stores data in logs which can be used as knowledge to find out about tutor performance. The tutors were weak performance have been an impact on student performance, and the performance of the institution as a whole. Therefore, this study aims to (1) describe and monitor the weak performance of tutors in the LMS application based on log data, (2) detect tutors who are included in the outlier category based on the activities in the LMS. The stages of this research were 4 stages, namely collected log data of tutors' activities for one semester (n = 25), conducted descriptive analysis, clustered analysis with K-means, and outlier detection. The results were most tutors used LMS only to collected assignments, presented material and a few were activities such as forums, discussions, quizzes and others. Tutors presented standard content was only provide instructions for submitted assignments and displayed material by including links or videos from other sources. Another fact showed who were tutors rarely provided feedback both in narrative and assessment when giving assignments so that the tutors in doing online learning has not met the standard process in online learning. Therefore, most of the tutors have underperformed because the content and learning process have not up to standard.</em></p>
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Chen, Yining, Laura E. Matheson, and Jon T. Sakata. "Mechanisms underlying the social enhancement of vocal learning in songbirds." Proceedings of the National Academy of Sciences 113, no. 24 (May 31, 2016): 6641–46. http://dx.doi.org/10.1073/pnas.1522306113.
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Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor’s songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.
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Andriyani, Dewi, Titi Chandrawati, and Susy Puspitasari. "College Students Expectation Toward Tutor in Distance Education." JTP - Jurnal Teknologi Pendidikan 25, no. 3 (December 27, 2023): 406–13. http://dx.doi.org/10.21009/jtp.v25i3.38869.
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Teacher performance will affect students' endurance, motivation, and spirit during learning. Someone's competence to become a teacher/Tutor is no longer enough by only mastering teaching materials, especially for tutors whose role is more as a facilitator. The purpose of this research is to find out the expectations of college students toward tutors in distance education. This research is qualitative by using a survey method. The aspect measured used an instrument of the Likert scale and then analyzed by using descriptive statistics. Key findings highlight that students recognize the importance of tutors' skills and appreciate the benefits of guided tutorials. There is a notable expectation among students for tutors and the Universitas Terbuka (UT) units to collaborate effectively to enhance tutorial services, which are integral to the learning structure in distance education. The results indicate a positive correlation between the tutors' abilities and the provision of efficient and effective learning support. Students' understanding of tutors' skills, their perception of the benefits of guided tutorials, and their internal consistency in evaluating tutor performance during tutorials are collectively rated as 'good'. This reflects the tutors' successful efforts in assisting students to become independent learners who are self-motivated and actively engaged in the learning process. The study underscores the need for focused tutor training programs aimed at developing competencies that align with students' expectations and the demands of distance education.
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Rusyani, Yeni, and Putri Kusumawati Priyono. "THE ROLE OF TUTORS ON STUDENT ACTIVITY IN SMALL GROUP DISCUSSION." Jurnal Keperawatan Respati Yogyakarta 10, no. 01 (February 20, 2023): 40. http://dx.doi.org/10.35842/jkry.v10i01.718.
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The role of tutors in PBL is to identify student abilities, create challenges, become models, activate students, monitor student progress, and evaluate learning outcomes. The role of the tutor is one of the determining factors to make students active in group discussions. This riset to determine the effect of the role of the tutor on student activity in small group discussions. This study used a Quasy experimental design, One Group post-test only design approach. The sampling technique used is total sampling. The total research respondents were 185 students. Analysis of the data used is the Kolmogorov Smirnov test. The results showed that most of the students assessed that the tutor's role was in a Good category as many as 135 students (72.98%). Most of the students' activeness in the Small Group Discussion assessed the good category as 157 students (84.86%). There is an effect of the tutor's role with a sig value of 0.000 <0.05 and the tutor's role has an influence on student activity in Small Group Discussions with an R-value of 0.564. There is an influence of the tutor's role on student activity in Small Group Discussions.
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Rylov, A. N., and N. V. Solovova. "Tutor activity in the system of education." Vestnik of Samara University. History, pedagogics, philology 28, no. 4 (January 5, 2023): 71–77. http://dx.doi.org/10.18287/2542-0445-2022-28-4-71-77.
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The purpose of the article is determined by the increasing importance and necessity of tutor activity in the context of digital transformation in education system, also in the educational process of students with disabilities. The article provides a retrospective analysis of tutor activity overseas and in national education system. Authors consider different approaches to the definition of the tutors concept and the content of tutor activity at various historical stages, changing of the tutors role in the conditions of institutional and social changes in society, methodological aspects at organization of different types of education. The article highlighted the main problems of professional training of tutors and prospects for the development of tutor activity
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Salazar Gaviria, Carlos Andrés, and José Vicente Abad Olaya. "Contributions of tutoring to the development of academic writing in graduate education." Latinoamericana de Estudios Educativos 19, no. 1 (January 1, 2023): 149–77. http://dx.doi.org/10.17151/rlee.2023.19.1.8.
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Earning a master’s or doctoral degree often requires writing scientific articles, a challenging task for graduate students. A review of existing literature on writing in higher education underscores the need to learn more about the strategies tutors use when teaching their tutees how to prepare their theses and academic articles. Objective: Explore the contribution of tutoring to the composition of academic articles as graduation requirements and thereby to the development of academic literacies among master’s degree students. Methodology: Descriptive case study following the interpretive paradigm. This qualitative study was conducted in a master’s degree program in education at a private university in Medellin, Colombia. The data were collected through semistructured interviews with three tutors, two students, and one graduate student. The content was analyzed by utilizing open and axial coding. Results: The study revealed three pivotal functions performed by tutors in fostering academic literacies during their support for article writing: adept management of the tutor-tutee relationship concerning co-authorship, skillful guidance in navigating interactions with external agents who regulate publication, and proactive promotion of the tutees’ relationship with writing and research, thereby fostering the configuration of their identity as authors and researchers.
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Tzuriel, David, and Adina Shamir. "Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation With Young Children Program and Training in Analogies Versus Math Tasks." Journal of Cognitive Education and Psychology 9, no. 1 (February 2010): 48–72. http://dx.doi.org/10.1891/1945-8959.9.1.48.
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The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.
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Rodríguez-Ruiz, Beatriz, Raquel Amaya Martínez-González, and Esperanza María Ceballos-Vacas. "Las tutorías con las familias en Educación Secundaria Obligatoria: Percepción de padres, madres y profesorado tutor." Revista Electrónica Interuniversitaria de Formación del Profesorado 22, no. 3 (September 11, 2019): 31–43. http://dx.doi.org/10.6018/reifop.389351.
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En este estudio se analiza la percepción de los padres, las madres y el profesorado tutor sobre quién toma la iniciativa de sus encuentros y los motivos para ello. Han participado 440 padres y 440 madres de las mismas unidades familiares con hijos e hijas en Educación Secundaria Obligatoria (ESO), y 35 tutores y tutoras de este alumnado. La recogida de información se realizó en las comunidades autónomas de Asturias y Canarias con la Escala de Relaciones entre la Familia y el Centro Escolar (Martínez-González, 1994). Los análisis comparativos realizados a través de la t de Student entre la perspectiva de cada uno de los progenitores/as y los tutores/as indican que todos los colectivos coinciden en señalar que contactan con poca frecuencia, y que cuando lo hacen es para comentar, en general, los progresos académicos de sus hijos e hijas. Los aspectos familiares y personales del alumnado, y la organización de actividades conjuntas no suelen ser motivo de las reuniones tutoriales. De ello se pueden extraer orientaciones y sugerencias de actuación. This study analyzes the perception of fathers, mothers and the tutor teachers about who takes the initiative of their meetings and the reasons for it. 440 fathers and 440 mothers of the same family unit with children in Compulsory Secondary Education (ESO), and 35 tutors of these students participated. The information was gathered in the autonomous communities of Asturias and the Canary Islands through the Scale on School-Family Relationship (Martínez-González, 1994). The comparative analyses between the perspective of each of the parents and the tutors were carried out through the Student's t, indicating that all the groups agree that they contact with little frequency, and when they do it is to comment, in general, on the academic progress of the children. Interest on the family and on other personal aspects of the students, and on organizing activities together with the parents are not usually reasons for tutorial meetings. From these results, guidelines and suggestions for action can be drawn.
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Houston-Wilson, Cathy, John M. Dunn, Hans van der Mars, and Jeffrey McCubbin. "The Effect of Peer Tutors on Motor Performance in Integrated Physical Education Classes." Adapted Physical Activity Quarterly 14, no. 4 (October 1997): 298–313. http://dx.doi.org/10.1123/apaq.14.4.298.
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The effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classes was studied. This study used a single-subject delayed multiple baseline design across six participants (5 boys and 1 girl, ages 9 to 11) with developmental disabilities. Six typically developing peers served as peer tutors. The ability to perform critical elements of fundamental motor skills was the dependent variable. Students were assigned to one of two protocols. Protocol 1 consisted of three conditions: baseline, assistance by an untrained peer tutor, and assistance by a trained peer tutor. Protocol 1 revealed that trained peer tutors were effective at assisting participants to improve their motor performance while untrained peer tutors were not. Protocol 2, which consisted only of a baseline and trained, peer tutoring, was used to replicate and provide additional support for the effect of trained peer tutors. Results revealed that trained peer tutors were effective at assisting participants to improve their motor performance in integrated physical education classes.