Tutoring Model Research Articles

Supporting Classroom Success: An Embedded Tutor Model and Inclusive Teaching Techniques

Supporting Classroom Success: An Embedded Tutor Model and Inclusive Teaching Techniques

Preparing to succeed: the impact of an access module

ABSTRACT This article explores the sustained impact of an Access module on mature students from disadvantaged backgrounds as they progress to undergraduate study. Framed in the context of OfS concerns about attrition and conceptualisation of dispositional, situational and institutional barriers, student survey and tutor focus group data were collected in a case study at the UK’s largest distance learning university. Findings suggested an Access module impacted by aligning learner confidence with improved academic writing, provided a crucial preparatory starting point, and led to enhancements in student time management and competence in learning online. Institutional barriers were mitigated through a 1–1 proactive tutoring model. Recommendations about the implications for improving support for Year 1 students are made.

Model of Training Learning Based on Video Tutorial for Fashion Major of Vocational Education on Embroidery Course

Students' difficulties in understanding innovative design concepts in fashion major of vocational education require a learning model that has a balance between theory and practice to facilitate understanding and improve students' practical skills. This study aims to develop a valid, practical, and effective training learning model based on video tutorials on Minangkabau embroidery learning material. The research is a design and development research (DDR) using the ADDIE framework. The research subjects involved experts namely media experts, learning material experts, design experts, and learning experts to assess the validity of the learning model, and the experimental subjects involved fashion major of vocational education on undergraduate students. Data collection in the study was carried out using questionnaires, learning achievement tests, and observation sheets. The results indicate a significant contribution to enhancing the cognitive, affective, skill, and attitude abilities of Fashion Education undergraduate students. These results also indicate that this model meets the criteria of valid, practical, and effective. The implications of these findings underscore the potential positive impact of the developed tutorial model on the overall learning experience and outcomes in fashion education.

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.

Peer Tutor Model: Alternative to Improve Student Learning Outcomes in Thematic Learning

Learning in elementary schools in Indonesia is carried out thematically, where all subjects are carried out based on the same theme. However, there are many obstacles found in implementing this thematic learning. This research aims to determine the improvement in student thematic learning outcomes in one of the elementary schools in Indonesia. This classroom action research has four components, namely planning, action, observation, and reflection in each cycle. Data collection uses formative test instruments, observation sheets, and field notes. Data analysis uses comparative descriptive techniques. The research subjects were grade 1 elementary school students. The results of the research show that there is an increase in the percentage of student learning activities in each cycle so that the completeness of students' thematic learning outcomes increases. Based on the results of this research, the literacy-based Peer Tutor learning model can improve student thematic learning outcomes.

The Peer Tutor Model with Cognitive Conflict Strategies in Collaborative Learning Mathematical Problem Solving and Its Effect on Individual Achievement.

Cognitive conflict is a condition where students encounter new experiences that are not neatly arranged in their cognitive structure. The process of assimilation between old and new concepts in students' cognition. The assimilation process is more effective when done together with peer tutors. The purpose of this study was to see the effect of cognitive conflict on collaborative mathematical problem solving and its effect on individual learning success. Case study research methods, descriptive qualitative and quantitative. Learning is carried out to 28 semester II students collaboratively in solving integral problems. Pretest knowing the initial ability of mathematics, given the problem of integral functions of fractional powers. Given posttest independently. In the learning process students with low initial abilities and difficult to ask questions with peer tutors dare to ask information that has just been received with the help of students with moderate and high initial abilities. Cognitive conflict strategies with peer tutors are very useful. The impact of the experience of peer tutors, posttest results is very significant. This means that the posttest results increased significantly for the material of integral functions of fractional powers and motivation to learn for the better.

Assessing the quality of the integrated tutor model for student support in Open Distance Learning

The demand for university education has put pressure on institutions of higher learning to provide access and quality student support because increased access to higher education should not compromise the quality of student support services. Tutorial support in Open Distance and e-Learning (ODeL) is one of the support services used by institutions to ensure increasing academic access, participation, and success. The Senate Teaching and Learning Committee (STLC) of the University of South Africa (Unisa) appointed a committee in 2012 to develop the Integrated Tutor Model (ITM) to enhance academic activities. We established that there is a need to inquire into the quality of the ITM on tutor support services. We developed this qualitative exploratory study from the first author's PhD study that assessed the quality of tutorial support services that Unisa offers through the ITM. The ITM model integrates face-to-face (F2F) and online tutor systems in Unisa. We purposively selected students who participated in the F2F tutorials of the first and second semesters in 2022 to participate in this study. We collected data through individual semi-structured interviews and focus group discussions (FGDs). We learned that the students hold positive views about the quality of tutorials in terms of time management and the quality of recordings on Microsoft Teams, the competency of the tutors offering the modules, and the communication that they receive from the tutors. There were, however, challenges that the students faced such as load-shedding, network-related problems, and personal issues. The tutors mitigated these challenges by sending the students the recordings of the sessions. The study shares knowledge about the tutors' skills and creativity in the use of the ITM to provide quality support of student learning in an ODL higher institutional environment.

Актуальные направления развития новых моделей тьюторства и наставничества

The article updates the mentoring issues and models, defines the specifics of mentoring in the digital society, shows the connection between tutoring and mentoring, illustrates the model of tutor-psychological support for students, and describes the mentor educational program. Mentoring as a social phenomenon fits into a wide social spectrum and interfaces with other phenomena and processes. This article defines the functions of a tutor and a mentor. The position of a tutor in college includes the functions of a psychologist, social worker, group supervisor, and mentor. When developing the model of complex support of student's educational and professional development, the key principles are taken into account, such as creation of conditions for involvement of students in the development of their own active position as a subject not only of the educational process, but also of the process of life activity; assistance to students in the implementation of value choices, personal self-determination; taking into account the needs and interests of the student in the educational space of the college. The article defines the tasks of tutoring and psychological support to help students adapt to a new stage of education and develop the necessary learning actions, including in the digital environment; to clarify the professional choice and trajectory of professional development; to maintain and develop educational and professional motivation of the subjects of the educational process. The analysis of the college's activity on the implementation of the projects "Sustainable Development Zone" and "Territory of Development and Well-being" is presented. The purpose of the Tutoring and Psychological Support Centre is professional support in the digital environment: from the organisation of online educational work to psychological education; supervision and intervision.

Implementation of tutoring models in secondary school in Poland: results of experiments

Implementation of tutoring models in secondary school in Poland: results of experiments

Effectiveness Analysis and Optimization Path of AI Tutoring Models in Foreign Language Learning Applications

Abstract The advent of informatization and intelligent systems in education holds substantial practical importance. This study focuses on evaluating the application effects of an AI tutoring model in extralinguistic learning, using a middle school as a case study. Two parallel classes were selected to design teaching experiments aimed at assessing the AI tutoring model’s efficacy by comparing students’ language performance before and after its implementation. Furthermore, factors influencing the willingness to use the AI tutoring model were identified, leading to the construction of a structural equation model and the formulation and testing of related hypotheses. Results indicate that the AI tutoring model significantly enhances students’ language learning outcomes, with a performance increase of 12.02 points post-instruction, which is 10.19 points higher than that observed in the control group. Variables such as performance expectation, hedonic motivation, willingness to communicate, and interaction with AI demonstrated a positive and significant impact on attitudes (p < 0.05). They indirectly fostered a sustained desire to engage with the AI tutoring model. This research offers valuable insights for the future effective integration of AI into extralinguistic educational contexts.

A Faculty Personal Tutor Model to Support Student Transition into Higher Education During a Global Pandemic

Abstract In 2020, Science, Technology, Engineering and Math (STEM) faculty within a United Kingdom university implemented an online personal tutoring model. This model aimed to deliver a consistent experience to ∼1000 students, supporting learning and fostering a sense of belonging during a global pandemic. Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the model’s effectiveness in supporting student learning, building belonging, and providing accessible delivery. We highlight strengths and explore weaknesses, providing recommendations for implementation of this type of model at other institutions.

Strategic approach to transforming the content of the integrative tutorial model

Strategic approach to transforming the content of the integrative tutorial model

MENINGKATKAN PRESTASI BELAJAR MEMBACA AL QURAN MELALUI MODEL PEMBELAJARAN TUTOR SEBAYA DI KELAS VII B SMP NEGERI 1 BATURETNO KABUPATEN WONOGIRI

As the results of the initial test for reading the Al-Quran, learning achievement to read the Al-Quran in class VII B SMP Negeri 1 Baturetno is still low with an average score of 62.30. While the learning completion score has only reached 22%. In general, the learning process is still dominated by teachers. This research aimed to improve learning achievement in reading the Al Quran through optimizing learning activities. This research consists of three cycles, each cycle including the following steps: 1) Planning: creating a learning scenario using a peer tutor model, 2) Acting: carrying out learning according to the scenario, 3) Observing: taking data through triangulation as data validation, 4) Reflecting: the observation data is reflected collaboratively to determine improvements in achievement and plan further action. The results of this research show that there is a quite large increase in learning achievement in reading the Al Quran as follows: in cycle I there was an increase in the average score of 4.30 points (from 62.30 to 66.60) and an increase in learning completeness of 15% (from 22% to 37 %), in cycle II there was an increase in the average score of 8.20 points (from 66.60 to 74.80) and an increase in learning completeness of 29% (from 37% to 66%), and in cycle III there was an increase in the average score of 1.80 points (from 74.80 to 76.60) with an increase in learning completeness of 25% (from 66% to 91%). The same actions from cycle I to cycle III show an increase in student achievement in learning to read the Quran.

The Effect of Student Learning Outcomes Using A Tutorial Model With A Group Investigation (GI) Type Cooperative Model On The Ecosystem Concept In State High School

Success in the learning system is determined by several factors including teachers, students, learning models, media, and learning facilities. One of the learning models that is considered appropriate and can create new learning conditions is the tutorial model and the cooperative group investigation (GI) model. In general, this study aims to determine the influence of the two models above on student learning outcomes on the concept of ecosystem. Respondents in this study were students of grades X 5 and 6, which were determined randomly. The type of research used is with a quantitative approach, the method used is an experimental approach. The instrument used as a data collection tool in the form of learning outcomes tests as many as 25 questions out of 30 questions after being tested for validity through validity, reliability, difficulty index, and differentiating power. The test was conducted twice with pre-test and post-test in experimental class 1 and experimental class 2. Based on the results of the study showed that; 1) there is an influence of the tutorial learning model on the ecosystem concept of student learning outcomes, 2) there is an influence of the group investigation (GI) cooperative learning model on the ecosystem concept of student learning outcomes, 3) there are differences in learning activities through the tutorial model and cooperative group investigation (GI). Overall, the tutorial learning model is better and more effective for overcoming student learning activity problems on the ecosystem concept than the group investigation (GI) cooperative learning model

Development of a Professional Training Model for Tutors at Learning Activity Centers in Enrekang Regency

This research aims to (1) describe the needs for developing a professional training model for tutors at Learning Activity Centers, (2) describe the prototype of the professional training model for tutors at Learning Activity Centers, (3) explain the validity and practicality of the professional training model for tutors at Learning Activity Centers, and (4) explain the effectiveness of the professional training model for tutors at Learning Activity Centers. The research design used in this study is research and development (R&D) with a 4D design model (Define, Design, Development, and Dissemination). The data were analyzed quantitatively and qualitatively.
 The results of the research show that the needs for developing a professional training model for tutors at Learning Activity Centers are: (1) personal development training, and (2) innovative work training. The data show that the most needed training is innovative work with a percentage of 77% and personal development skills training with a percentage of 62%.
 Secondly, the prototype produced in this study is a designed product of a training model developed in the form of a curriculum and teaching materials, and learning videos based on Google sites and Video Builder App. The Google sites application provides detailed materials that can be accessed freely through QR codes. The Video Builder App contains brief explanations of the material that can be accessed through the Umaruddin Umar Youtube channel.
 Thirdly, based on the validation results from two expert models, the model developed is considered valid and suitable for use in professional training for tutors at Learning Activity Centers.
 Fourthly, based on the results of the small group trials conducted on 15 participants in the Enrekang District, the professional training model for tutors at Learning Activity Centers obtained an interest score of 3.09, with a percentage of 77%, presentation score of 3.2, with a percentage of 80%, and language score of 3.17, with a percentage of 79%. Therefore, the overall aspect score obtained an average of 79%, which is considered appropriate.
 Based on the results of the large group trials conducted on training participants, the necessary criteria were met with an interest score of 3.39, with a percentage of 84%, a presentation score of 3.36, with a percentage of 83%, and a language score of 3.31, with a percentage of 83%. Hence, the overall aspect score obtained an average of 84%, which is considered very suitable.
 Based on the facilitator response, the content aspect obtained an average score of 6.75, with a percentage of 84%, the learning media aspect obtained an average score of 6.00, with a percentage of 75%, the appearance aspect obtained an average score of 7.7, with a percentage of 96%, and the language aspect obtained a percentage of 87%. Hence, the overall aspect score obtained an average of 85%, which is considered very suitable.
 Therefore, the developed model is effective for use in professional training for tutors at Learning Activity Centers.

Penerapan Pembelajaran Model Tutorial Berbasis Komputer Untuk Meningkatkan Hasil Belajar Peserta Didik

The research aims to determine student learning outcomes by implementing computer-based tutorial model learning.The research method used in this research is classroom action research (PTK). The data sources in this research are school principals, ICT subject teachers and students. The data collection techniques used are Planning, Implementation, Observation, Reflection and Documentation. Analysis of research data uses stages consisting of collecting lesson plans, questions and results from pre-test and post-test, and drawing conclusions and verification.The results of the research show that the factors that influence the increase in student results are: (1) The learning activities of students when learning ICT using a computer-based tutorial model have achieved the predetermined indicators of success and show that students are quite active during learning. (2) There is an increase in student learning outcomes when learning tik using a computer-based tutorial model. The test results and data obtained in the Preliminary Test (Pre-Action) obtained an average score of 54.28% below the KKM ≤70 with a classical score of 21.42%. Meanwhile, in Cycle I, student learning outcomes obtained an average score of 60.35 with classical completeness of 71.42%. This has achieved the researchers' predetermined success indicators, namely student learning outcomes with a KKM of 70 and classical completeness of 85%.

Pengaruh Model Tutor Sebaya Dan Motivasi Belajar Terhadap Pemahaman Konsep Keliling Lingkaran Siswa Kelas VI SD

The aim of this study is to analyze the influence of student peer-to-peer tutoring model and the level of learning motivation concerning the comprehension of the concept of circle circumference among the sixth-grade students. This study employs a quasi-experimental research design, specifically incorporating pre-test and pos-test assessments. The study's population consists of 107 students, with a sample size of 72 students selected through the utilization of a cluster random sampling technique. The study's instrument uses a form of questionnare and tests. The data analysis for this study involved the utilization of two-way-ANOVA using SPSS 23.0 software for Windows. The conclusions are; (1) A notable influence exists when employing the peer-to-peer tutoring model in enhancing students' comprehension of circle circumferences among sixth-grade students. (2) A distinct impact emerges from students' learning motivation on their grasp of circle circumference comprehension in the sixth-grade. (3) Significant influences are discerned from both the implementation of the peer-to-peer tutoring model and the level of learning motivation, collectively affecting the comprehension of circle circumference among sixth-grade students.

Характеристика потенциала наставничества в педагогическом сопровождении социализации воспитанников суворовских военных училищ МВД России на начальном этапе обучения

Abstract: Introduction. The last decade has been marked by the active implementation of the Targeted Tutoring Model in various educational organisations of our country. However, in the Suvorov military schools of the Ministry of Internal Affairs of Russia there is no unified practice of tutoring at present, despite the fact that tutoring can act as a way to improve the effectiveness of pedagogical support of students’ socialisation at the most difficult initial stage of education. The fact determined the purpose of the research - to characterise the potential of tutoring in effective pedagogical support of first-year students’ socialisation. 
 Methodological basis and the research methods. Social-pedagogical, ambivalent and humanitariananthropological approaches. Methods of analysis of scientific-pedagogical and special literature, conceptual analysis, comparative analysis.
 Results. The research methods used made it possible to identify the complex structure of tutorship potential and to characterise it. In the context of the chosen methodological framework, the potential is a set of possibilities of the sociocultural environment, interacting subjects and ways of interaction. The author consistently characterises each element of such a totality taking into account the peculiarities of the process of pedagogical support of students’ socialisation at the initial stage of education. The sociocultural environment of the schools is a hierarchically structured multi-age community. It possesses the resources that can help students to adapt to new living conditions and self-determination in the profession of a police officer as a profession for serving people. Effective interaction is planned through two-vector tutoring by an officer-tutor and a senior peer-tutor, in which the adult takes a pedagogical position and the peer takes a subjective position of caring for a junior. Tutoring in support of first-year students’ socialisation is effective for humanitarian cross-enrichment, free dialogue and appropriate pace of interaction.

Increasing Student Learning Activities Through the Implementation of Interactive E-Modules in Science Tutorial Models on Elementary School Ecosystem Materials

The development of teaching materials requires educators to innovate in creating effective learning. E-module is one of the technology-based teaching materials developed to encourage students' natural science learning activities independently. This study aims to analyze the use of e-modules in increasing students' independent learning activities, especially in science subjects. This research is a quantitative type with 21 students in class V-A Madrasah Ibtidaiyah as the subject of the research. The data collection method is in the form of a learning activity questionnaire. The results showed that the use of e-module teaching materials can increase student learning activities by 44.74% with the most activity criteria being moderate (3-5 activities). This is because the density of extracurricular activities that must be followed at school makes children lack independent learning activities outside the school environment. With this teaching material, it is hoped that it will be able to support students' independent learning activities outside the school environment comfortably and increase students' enthusiasm for learning

Interactive Multimedia Research Trends in Higher Education: A Review of Assisted Literature NVivo 12 Pro

The rapid use of technology in lecture activities, especially the use of interactive multimedia since the pandemic conditions and until now, has attracted researchers to comprehensively analyze patterns of interactive multimedia utilization. This study aims to provide information on the pattern of interactive multimedia utilization and its development to date. The research method adopted a qualitative design, through a review of various studies from 2020 to 2023, and a literature search using the free Publish or Perish program. Further reduction and screening processes were carried out using the PRISMA method. The final results of the articles that have been selected are then mapped and codified with NVivo Pro 12 program, including the development and use of interactive multimedia in universities. In the development of interactive multimedia in the university, literature is grouped into forms of interactive multimedia and tools in designing interactive multimedia. The use of interactive multimedia in institutions is grouped into two, including the types of interactive multimedia used and how the impact of the use of interactive multimedia on lecture activities. Results obtained 1) Multimedia forms developed in universities include E-modules, Software, Websites, Android applications, Autoplay, Classpoint, E-learning, and tutorial models; 2) equipment in designing interactive multimedia including Kwisoft Flopbook Maker, live streaming, Macromedia Flash, Microsoft Way, Moodle, Adobe Flash Professional CS6.5, App Inventor 2, Autocad, Power Point, and Courselab 2.4; 3) types of interactive multimedia used in learning activities in universities include Android applications, Macromedia Flash, Lectora Inspire software, Adobe Flash, Adobe Premiere, and E-learning; 4) The effect of interactive multimedia on lecture activities can increase interest or motivation, also have an impact on student achievement.