Effects Of Tutoring Research Articles

How Can I Get It Right? Using GPT to Rephrase Incorrect Trainee Responses

AbstractOne-on-one tutoring is widely acknowledged as an effective instructional method, conditioned on qualified tutors. However, the high demand for qualified tutors remains a challenge, often necessitating the training of novice tutors (i.e., trainees) to ensure effective tutoring. Research suggests that providing timely explanatory feedback can facilitate the training process for trainees. However, it presents challenges due to the time-consuming nature of assessing trainee performance by human experts. Inspired by the recent advancements of large language models (LLMs), our study employed the GPT-4 model to build an explanatory feedback system. This system identifies trainees’ responses in binary form (i.e., correct/incorrect) and automatically provides template-based feedback with responses appropriately rephrased by the GPT-4 model. We conducted our study using the responses of 383 trainees from three training lessons (Giving Effective Praise, Reacting to Errors, and Determining What Students Know). Our findings indicate that: 1) using a few-shot approach, the GPT-4 model effectively identifies correct/incorrect trainees’ responses from three training lessons with an average F1 score of 0.84 and AUC score of 0.85; and 2) using the few-shot approach, the GPT-4 model adeptly rephrases incorrect trainees’ responses into desired responses, achieving performance comparable to that of human experts.

Using ChatGPT to annotate a dataset: A case study in intelligent tutoring systems

Large language models like ChatGPT can learn in-context (ICL) from examples. Studies showed that, due to ICL, ChatGPT achieves impressive performance in various natural language processing tasks. However, to the best of our knowledge, this is the first study that assesses ChatGPT's effectiveness in annotating a dataset for training instructor models in intelligent tutoring systems (ITSs). The task of an ITS instructor model is to automatically provide effective tutoring instruction given a student's state, mimicking human instructors. These models are typically implemented as hardcoded rules, requiring expertise, and limiting their ability to generalize and personalize instructions. These problems could be mitigated by utilizing machine learning (ML). However, developing ML models requires a large dataset of student states annotated by corresponding tutoring instructions. Using human experts to annotate such a dataset is expensive, time-consuming, and requires pedagogical expertise. Thus, this study explores ChatGPT's potential to act as a pedagogy expert annotator. Using prompt engineering, we created a list of instructions a tutor could recommend to a student. We manually filtered this list and instructed ChatGPT to select the appropriate instruction from the list for the given student's state. We manually analyzed ChatGPT's responses that could be considered incorrectly annotated. Our results indicate that using ChatGPT as an annotator is an effective alternative to human experts. The contributions of our work are (1) a novel dataset annotation methodology for the ITS, (2) a publicly available dataset of student states annotated with tutoring instructions, and (3) a list of possible tutoring instructions.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

Latent profile analysis on the effectiveness of tutor performance: Influence on medical students' engagement in blended problem-based learning.

Tutor performance is a critical factor for the success of a problem-based learning (PBL) curriculum. This study investigated medical students' perceptions of the effectiveness of tutor performance and the relationships with learning engagement (behavioral, emotional, and cognitive engagement) in the blended PBL approach. This study employed a cross-sectional survey and data were collected from 238 first-year and second-year medical students. Latent profile analysis (LPA) was used to investigate how individual students' perceptions of tutor performance can be clustered. Follow-up multiple one-way analyses of covariance (ANCOVA) were performed to examine the relationships with students' learning engagement in PBL activities. The effectiveness of tutor performance perceived by students was classified into lowly, moderately, and highly effective tutors. These clustering profiles were significantly related to the different types of learning engagement in the blended PBL process. Hence, this study highlights that the tutor is one of the key aspects of assessing the implementation of blended PBL since student performance is positively associated with the perception of tutor effectiveness.

Using ChatGPT for second language writing: Pitfalls and potentials

Recent advances in artificial intelligence have given rise to the use of chatbots as a viable tool for language learning. One such tool is ChatGPT, which engages users in natural and human-like interactive experiences. While ChatGPT has the potential to be an effective tutor and source of language input, some academics have expressed concerns about its impact on writing pedagogy and academic integrity. Thus, this tech review aims to explore the potential benefits and challenges of using ChatGPT for second language (L2) writing. This review concludes with some recommendations for L2 writing classroom practices.

Motivation assessment model for intelligent tutoring system based on mamdani inference system

<span lang="EN-US">Many educators have used the benefit offer by intelligent tutoring system. To become more personalizing and effective tutoring system, student characteristics need to be considered. One of important student characteristic is motivation. Therefore, in this study a motivation assessment model based on self-efficacy theory was proposed. Refer to the theory, effort, choice of activities, performance and persistence were discussed as motivation attributes. Further, time spend, difficulty level, number of correct answers and number of questions skipped are the parameters was defined for each attribute. The model was designed by taking the advantages of Mamdani inference system as fuzzy logic technique to predict students’ motivation level. The model able to inmates like a human tutor does in the traditional classroom to understand students’ motivation level.</span>

E-Learning in Education

E-learning fulfills the thirst of knowledge and offers online content that can be delivered for the learner at anywhere, anytime and any age through a wide range of e-learning solution while compared with traditional learning system. It also provides the rapid access to specific knowledge and information. With the rapid growth of voluminous information sources and the time constraint the learning methodology has changed. Learners obtain knowledge through e-Learning systems rather than manually teaching and learning. In this research paper proposes the e-learning management system with web services oriented frame work and SOA. This system supports the cross browser and fully integrated with different databases. This system focused around the several features namely Content Management, Content Protection, Learning Management, Delivery Management, Evaluation management, Access Control, etc., and mainly focused on integrated platform needed for e-learning and managements. E-learning has been introduced to empower learners to get basic schooling and enhance skills. Also, they can obtain a degree certificate, without actually attending school or university or any other institution. It is a great source of earning, wherein anyone can teach from anywhere in their preferred time. Applying e-learning to all levels of schooling helped to ensure students grasp the lessons adequately at a faster place. According to psychology, the audio-visual method of teaching leads to a disciplined learning environment. There are effective tutor and student engagements. One of the importance’s of e-learning in education is that tutors and participants both can develop advanced learning skills. For example, creating and selling EBooks is one such advancement. E-learning has worked towards bringing learners, tutors, experts, practitioners, and other interest groups to one place. Thus, there is a good practice of knowledge sharing followed through different online platforms. This is important in current times as competition is rising and the world is also growing. Hence, quick information helps in the better growth of an individual. The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic. A comprehensive literature search was conducted on 16 databases for relevant studies published in the year 2020. In addition, reference lists of studies identified from the initial search were used to retrieve additional relevant studies. The search terms used were Covid-19, corona virus, online learning, E-learning, E-teaching and higher education. An inclusion and exclusion criteria was developed to select the most relevant articles for final review. Studies were eligible for inclusion if they addressed higher education E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19.

A Learning Analytics Approach to Monitoring the Quality of Online One-to-One Tutoring

One-to-one online tutoring provided by human tutors can improve students’ learning outcomes. However, monitoring the quality of such tutoring is a significant challenge. In this paper, we propose a learning analytics approach to monitoring online one-to-one tutoring quality. The approach analyzes teacher behaviours and classifies tutoring sessions into those that are effective and those that are not effective. More specifically, we use sequential behaviour pattern mining to analyze tutoring sessions using the CM-SPAM algorithm and classify tutoring sessions into effective and less effective using the J-48 and JRIP decision tree classifiers. To show the feasibility of the approach, we analyzed data from 2,250 minutes of online one-to-one primary math tutoring sessions with 44 tutors from eight schools. The results showed that the approach can classify tutors’ effectiveness with high accuracy (F measures of 0.89 and 0.98 were achieved). The results also showed that effective tutors present significantly more frequent hint provision and proactive planning behaviours than their less-effective colleagues in these online one-to-one sessions. Furthermore, effective tutors sequence their monitoring actions with appropriate pauses and initiations of students’ self-correction behaviours. We conclude that the proposed approach is feasible for monitoring the quality of online one-to-one primary math tutoring sessions.

From resistance to acceptance in small group work: Students' narratives

BackgroundSmall group work helps the development of students' collaborative attributes and their knowledge enhancement. However, teachers may face challenges when they have students who resist group work. Possible reasons of their resistance may have been generally discussed but rigorous study of this specific student population is often overlooked. ObjectivesTo compare the perspectives of small group learning among students who resisted group work before and after group learning. DesignStudents' narratives were collected before and after group work. A structured intervention consisted of a combination of strategies, including a structured guideline, regular group interactions, and intensive tutor's support, was employed to facilitate students' learning through group work. MethodConvenience sampling was carried out in a class with 299 students. Narratives were collected before and after group work. Students who resisted group work were selected for further investigation. ResultsA total of 12 students (6%) resisted group work due to limited self-mastery in learning, difficulty in working with strangers/free riders, and unfair conditions in group work. After group work, the majority of students had more positive perception of group work on time management for learning, knowledge enhancement, communication and collaborative skill development, and sufficient guidance from the tutor. Students' narratives before and after group work were compared. Students' insecurity from working in a small group increased their preference of individual study but a well-planned intervention increased student's engagement and facilitated students' interactions. ConclusionsThis study revealed that the perception of students who resist group learning can be changed when they engaged their learning with clear direction, adequate guidance, supportive peer-interaction, and effective tutor's facilitation. The results increase tutors' insight in planning an appropriate teaching pedagogy to facilitate students' learning by preventing obstacles which make students resist group work.

Personal Tutoring Scheme: Expectations, Perceptions and Factors Affecting Students’ Engagement

An effective Personal Tutoring Scheme (PTS) is a crucial part of the strategy to support students’ progression and success rates in Higher Education institutions. This study investigated students’ expectations and perceptions of the PTS in a post-1992 university in the UK. Data collection was achieved through a survey completed by 1,078 students from all Faculties and was used to assess trends and factors affecting students’ expectations and perceptions of the PTS. Results indicated that there is a gap between students’ expectations and perceptions, but that in comparison to previous literature this gap seems to be reducing. Unsurprisingly, frequency and regularity of meetings are linked with the development of a relationship with the Personal Tutor (PT) and a higher level of satisfaction. Higher Education institutions still have further work to do to close the gap between students’ expectations and perceptions; however, the results of this study indicate that this work is currently being undertaken.

Is it a good move? Mining effective tutoring strategies from human–human tutorial dialogues

To construct dialogue-based Intelligent Tutoring Systems (ITS) with sufficient pedagogical expertise, a trendy research method is to mine large-scale data collected by existing dialogue-based ITS or generated between human tutors and students to discover effective tutoring strategies. However, most of the existing research has mainly focused on the analysis of successful tutorial dialogue. We argue that, to better inform the design of dialogue-based ITS, it is also important to analyse unsuccessful tutorial dialogues and gain a better understanding of the reasons behind those failures. Therefore, our study aimed to identify effective tutoring strategies by mining a large-scale dataset of both successful and unsuccessful human–human online tutorial dialogues, and further used these tutoring strategies for predicting students’ problem-solving performance. Specifically, the study adopted a widely-used educational dialogue act scheme to describe the action behind utterances made by a tutor/student in the broader context of a tutorial dialogue (e.g., asking/answering a question, providing hints). Frequent dialogue acts were identified and analysed by taking into account the prior progress that a student had made before the start of a tutorial session and the problem-solving performance the student achieved after the end of the session. Besides, we performed a sequence analysis on the inferred actions to identify prominent patterns that were closely related to students’ problem-solving performance. These prominent patterns could shed light on the frequent strategies used by tutors. Lastly, we measured the power of these tutorial actions in predicting students’ problem-solving performance by applying a well-established machine learning method, Gradient Tree Boosting (GTB). Through extensive analysis and evaluations, we identified a set of different action patterns that were pertinent to tutors and students across dialogues of different traits, e.g., students without prior progress in solving problems, compared to those with prior progress, were likely to receive more thought-provoking questions from their tutors. More importantly, we demonstrated that the actions taken by students and tutors during a tutorial process could not adequately predict student performance and should be considered together with other relevant factors (e.g., the informativeness of the utterances).

KONSEP PENGEMBANGAN KEBIASAAN BELAJAR di ERA INDUSTRI 4.0

As a guidance and counseling teacher, of course, has the task of helping students overcome these problems by identifying learning problems experienced by students, analyzing these problems appropriately, offering learning style solutions or solutions to students solving these learning problems. The point is that students are able to be independent in learning. The results of research conducted by researchers using the DCM questionnaire (Checklist of Problems) to 31 students of class X IIK 2 in MAN 3 Bantul get the highest problem is the problem of study habits. In the aspect of the problem of study habits, the highest item that becomes a problem is irregular learning time, if learning is often sleepy, studying only at night, studying when there are tests, and often feeling lazy to learn. Bk teachers need to make a description of what needs are given to students, how their goals, alternative service and what kind of evaluation to be given to students. Based on the results of the study it has been presented that it is known that students need help providing effective tutoring services that can affect the learning habits of students of class X IIK.

Effective tutoring in mathematics learning support: the student perspective

In this paper, we report on the outcomes of a survey of students across 12 higher education institutions in Ireland and the UK. Participants were asked to give their views on what tutors should do and not do when they are providing Mathematics Learning Support to students. We present the categories that emerged from an analysis of student responses, including tutor behaviour, teaching methods, content knowledge and management items. We discuss the implications that these responses have for tutor selection and training, how they relate to mathematical pedagogy and we consider the high expectations that students appear to have for tutors, who are providing this supplemental support.

Evaluation of a student-centered online one-to-one tutoring system

ABSTRACT This paper introduces a system that supports student-centered online one-to-one tutoring and evaluates the practical value of the system by running an experiment with 64 experienced mathematics teachers and 810 students in Grade 7. The experiment lasted for 50 days. A comprehensive evaluation was performed using students’ academic performance before and after usage of the system and the system log files. By classifying the students into active and inactive usage groups, it was determined that active students significantly outperformed inactive students on posttests, but with a small effect size. The results also suggested that high prior knowledge students tended to benefit more from using the system than low prior knowledge students. An explanation for this result was that students with a high level of prior knowledge were more likely to have good-quality interactions with their teachers. Therefore, although some advantages of this type of student-centered online one-to-one tutoring are observed, in this system, both the students and the teachers need to be further facilitated to produce more effective tutoring interactions.

Pendampingan Membangun Pemimpin Hamba Di Sekolah Tinggi Theologia Ebenhaezer

This article intends to describe a pattern of mentoring to shape the students of Ebenhaezer Theological Seminary (Ind. STTE) as servant leaders. This is motivated by the lack of the number of servants of God who can become a leader at the same time. There is also the view that a true leader is only born, not formed. There are many discussions about Servant Leader, but this article intends to discuss how to be mentored informing as a servant leader in the STTE. In this article, the author uses qualitative methods. To find this problem, the writer interviewed several students who were being formed in the STTE. The writer also tried to find a theoretical basis for nurturing or mentoring to form Servant Leaders and make them relevant in the formation of Theology students. Based on this evaluation, it can be seen that effective tutoring or mentoring can help students become powerful Servant leaders.

Personalized tutoring through a stereotype student model incorporating a hybrid learning style instrument

Personalized computer-based tutoring demands learning systems and applications that identify and keep personal characteristics and features for each individual learner. This is achieved by the technology of student modeling. One prevalent technique of student modeling is stereotypes. Furthermore, individuals differ in how they learn. So, the way that helps an individual to learn best is crucial for offering her/him an effective tutoring experience. As a consequence, students’ preferable styles of learning should be incorporated into the student model. However, some researchers have concluded that there are individuals that have a mixture of learning styles. That is the reason for the combination of two different learning style models in the presented approach. Particularly, in this paper we present a stereotype student model that combines the Visual, Auditory, Reading/Writing and Kinesthetic (VARK) learning style model and the Herrmann Brain Dominance Instrument (HBDI). The aim of this article is to further enhance the personalization to students’ needs and preferences by introducing this hybrid instrument and using the technology of stereotypes. The gain from this hybrid learning style approach is that we model two different dimensions of the way that a student prefers to learn: i) the sensory modalities of learning and ii) the way of thinking. In this way, the offered tutoring process can be more tailored to each individual student’s needs, respecting the distinct pace of her/his learning. Our novel approach has been incorporated in an e-learning system and was evaluated by 60 undergraduate students in Greece. The evaluation results show a great acceptance rate of the novel hybrid learning style model by students and underline its pedagogical potential.

A CASE STUDY ANALYSIS OF THE STUDENT SUCCESS CENTER

This study was conducted to describe the main issues that the Student Success Center faces when they provide students’ support services, examine alternative solutions, and propose the solution from theoretical and practical perspectives. To critically analyze organizational problems regarding managing the Student Success Center for students, a literature review and evidence from interviewing workers and observation were utilized as a qualitative instrumental case study. Findings indicate that the key problems were reaching high-risk students and combining services with academic departments for effective tutoring. This case study can provide some insight and solutions into the educator, who needs best practices and services for college students as well as the impact that university leaders have on promoting students\\\' success on campus.

A Visual Learning Tool for Effective Student Engagements in Computer Engineering Education: Case of Digital Logic Instruction

This paper presents a work in progress that aims at designing a visual tool with multiple modules that can be used for effective tutoring of the core topics of computer engineering. The first aspect of the design that was implemented and tested in a classroom setting is related to a visual tutor that can be used to reinforce the learning abilities of students pursuing an introductory course of Digital Logic. The development is based upon Adobe Animate (formerly Macromedia Flash MX), which is used to create the necessary text, graphics, and interaction needed for the application. The results of three-year surveys indicated that the students found the tutor to be both useful and helpful and that it had encouraged them to learn more about Digital Logic. The use of animated and highly visual teaching aids was therefore proven to be effective in assisting students in their study. The visual tutor is called ”SmartStart”.

TO THE PROBLEM OF IMPLEMENTATION OF THE SCIENTIFIC AND PEDAGOGICAL PROJECT “SCHOOL OF EXCELLENCE TUTORING” IN THE EDUCATIONAL SYSTEM OF UKRAINE

The problem of the second stage of realization of scientific-pedagogical project “School of Excellence Tutor” in the system of education of Ukraine is revealed in the article. According to the Stage II Program, the problem of essential skills of a highly effective tutor in Ukraine is characterized and discussed at the meetings of the methodical council, and departments of experimental educational institutions. In the process of carrying out the project implementation experiment, Centre of Excellence Tutoring at Bohdan Khmelnytskyi Melitopol State Pedagogical University assigned the functional responsibilities between members of the administration and scientific and pedagogical staff of the basic educational establishments on the scientific and pedagogical project “School of Excellence Tutoring”, and approved methodical events for teachers training for the implementation of tasks of the project II stage. Due to the complexity of the phenomenon, the diagnostic procedures were complex and aimed at investigating all components of readiness to introduce tutor support. The quantitative and qualitative indicators, obtained by the results of the ascertainment stage of the pedagogical experiment, led to the conclusion about the uniformity of the levels of teachers’ preparation for the introduction of tutor support. It is worthy to note that the novelty of the idea is the theoretical substantiation, development and experimental testing of the full cycle of the tutor profession, which includes educational and professional training of tutors in institutions of higher education, educational and scientific program for tutors training, certification of professional qualification, and scientific and educational expertise. The positive dynamics of raising the levels of readiness of teachers and students for tutor profession after the experimental stage depends on the practical realization of knowledge about the specifics of tutoring and on the ongoing professional self-realization of future specialists. Thus, the coefficient of self-esteem of the readiness of teachers and students for tutor support at the beginning of the second (conceptually-diagnostic) stage of the scientific-pedagogical project and after its completion has substantially increased, which testifies to the effectiveness of the implementation of interactive, personally-oriented methodological work of higher education applicants in the experimental group.

The Role of Effective Tutors Recognized by Students who have Experienced Problem-Based Learning-Focused on Focus Group Interview

The Role of Effective Tutors Recognized by Students who have Experienced Problem-Based Learning-Focused on Focus Group Interview