Online Tutorials Research Articles

Needs and preferences of REB members in the development of a new TCPS 2 training program in Canada

Despite advancements in human research ethics and the growing significance of Research Ethics Board (REB) members, educational opportunities specifically tailored to their needs remain lacking in many countries. In response to this gap, our research aims to understand the demographics, needs, and preferences for educational opportunities of REB members in Canada. We conducted a survey that found REB demographics to be diverse and have different perceptions of their roles on topics such as the evaluation of the scientific merit of studies and responsibilities to stakeholders. We found that REB members in general prefer online tutorials and webinars for their education. Educators interested in facilitating the development of future training programs should consider the needs and preferences of REB members outlined in this publication.

‘Sometimes I wonder if our best really is our best’: Tutor reflections on the challenges of shifting to online tutoring during the pandemic

Tutors play an important role in higher education, as they may facilitate learning, promote engagement, and assist with student success. Students also often feel more comfortable seeking assistance from them than from lecturers. Yet, tutors tend to be sidelined in the literature on teaching and learning, including during the COVID-19 pandemic. The paper is framed by an Interpretative Phenomenological Analysis (IPA) approach and seeks to understand how three tutors in an online academic literacy module experienced the shift to online learning. Data, in the form of personal reflections, were collected online and analysed thematically. It was found that the tutors experienced the shift negatively and they raised practical concerns, as well as interpersonal ones. Implications for tutor training are discussed.

Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials

The employment of virtual conference tools has created new possibilities for language teaching and learning. Amid the suspension of face-to-face classes at every level of education in most countries globally due to the COVID-19 pandemic, the majority of teachers and students have to make the transition from classroom-based teaching to synchronous online teaching. The virtual environment is significantly different from the physical classroom; consequently, teachers need to bring with them resources from the classroom context and adapt them to the online teaching context in order to promote effective and real-time interactions with students. This virtual ethnographic study investigates how online English teachers create a translanguaging space by transcending the boundaries of modes from a physical face-to-face teaching context to small group online tutorials in order to mediate students' English language learning. Multimodal Conversation Analysis is employed to analyse the online tutorial data and the analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The findings illustrate that the multimodal resources which are typically used in traditional classroom settings by the teachers transcend the boundaries of mode in a social semiotic sense since they are re-enacted in the online tutorial for enhancing the process of online teaching. I argue that such re-enactment highlights online English teachers’ fluid and flexible use of multiple multimodal resources to achieve different pedagogical functions. This study will offer some pedagogical implications to inform the development of a translanguaging pedagogy in an online teaching context.

Online physics tutorial using problem-solving worksheet: A case study with preservice science teachers

The research-designed worksheets have been shown in our previous study. They could help engage students during lectures and tutorials. However, it was implemented only in face-to-face teaching. This study aimed to investigate if the worksheet can also help engage students as well as facilitate effective teaching in an online tutorial class. The basic concept of force and motion, particularly a free-body diagram, was applied. The worksheet was structured into three task boxes: 1) interpreting a situation, 2) identifying variables, and 3) drawing the diagram. The approach was trialed with 30 preservice science teachers. In the tutorial, the lecture was reduced to the minimum and the discussion based on the activity in the worksheet was encouraged between students and between students and teacher. Open-ended questions were used as pre- and post-tests to examine students’ understanding. A video clip investigated the interaction during the classroom. The results from the SOLO levels showed that most student difficulties found in the pre-test were reduced. Prior to the tutorial, some students could not identify the forces on an object correctly. After the tutorial, their understanding improved. The normalized gain was in the high-level judging from the post-test. The students’ reflections also revealed positive feedback.

Digital Transformation for the Future of Education: Community Service in Website Design Company Profile Tutoring Institution Scholastica Education Center (SEC)

This community service project explores the growing and crucial role of tutoring institutions (Bimbel) in providing important academic support to students in need. Traditionally, tutoring has been conducted in physical settings, involving face-to-face interactions between students and teachers. However, with the rapid advancement of technology and the soaring popularity of the internet, online tutoring has witnessed a tremendous surge in demand, becoming easily accessible and highly sought after. The Scholastica Education Center (SEC) located in Larantuka, East Flores, NTT, recognizes the importance of following technological advances and using them to increase access to education for children throughout Indonesia. Through these community service initiatives, SEC is wholeheartedly dedicated to making the most impactful contribution to the education sector, catering to the diverse needs and academic levels of its students. An integral aspect of promoting online learning programs is the role of official websites. As a result, Servants designed and launched a company profile website for the SEC, leveraging cutting-edge web technologies such as HTML, CSS, and Javascript. The implementation of this website aims to increase SEC's reach to its target audience, effectively disseminate information about their online tutoring services and programs, and provide an interactive and enriching learning experience for all students. The overall goal of this community service project is to generate a positive and transformative impact by improving the overall quality of education in Indonesia. The seamless integration of technology and the ease of access to learning through online tutoring offered by leading institutions such as the Scholastica Education Center actively contribute to the educational progress and holistic success of students.

Does COVID-19 persistently affect educational inequality after school reopening? evidence from Internet search data in China.

The literature has extensively documented how Covid-19 affects educational inequality, but it remains unclear whether such an effect persists after school reopening. This paper attempts to explore this issue by investigating the search gap for learning resources in China. I categorized learning resources into four types: "school-centered resources", "parent-centered resources", "online tutoring agencies resources" and "in-person tutoring agencies resources". Using Internet search data, I found that nationwide search intensity for learning resources surged when schools were closed, and such search behaviors remained after schools reopened. I also found that high socioeconomic status households had better access to school- and parent-centered resources, and online tutoring resources, even after schools reopened. Given its persistent impact on learning, the pandemic will likely widen educational inequality over extended periods.

The PreEdTech Project – Preprimary School Teaching in the Digital Era

The article is a study of the PreEdTeh project (Erasmus + programme), developed within a partnership of kindergartens and education and ICT institutions from Romania, Greece, Italy, Lithuania and Turkey. The innovative project is deeply rooted in the partners’ pandemic experience and aims at providing pre-primary teachers with the means of adapting their activities to the online environment. It promotes professional development by strengthening the profiles of educators, empowering and equipping them with digital and pedagogical skills, as well as providing them with essential and logically structured open educational resources (OER), necessary for the developmental needs of preschool children. The article introduces the project’s objectives and outputs and gives insights into the development of the PreEdTech Guide, its online course, tutorials, lesson plans and curriculum. These provide teachers with all the elements and steps necessary for successful online activities with children as well as for a good collaboration with parents, which is the basis for teachers’ performance and well-being. The paper also presents the feedback collected from teachers participating in the pilot.

Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students

English-as-a-second language (L2) graduate students often face challenges in developing academic writing skills, which can be exacerbated by a lack of timely support at institutional level. To help address this concern, an original set of online academic writing tutorials with a focus on the genre of Literature Review was designed by the authors to assist international graduate students enrolled in graduate programs in Canada. This paper introduces and compares multiple assessment tools employed in the online tutorial set for international English L2 graduate students. Our project pursues two major goals: First, to address the above-identified gap in Academic Writing support to English L2 graduate students with minimal costs and faculty involvement through designing the online tutorial set; second, to contribute to the research on e-learning of Academic English as a second language (ESL) writing in terms of developing integrated tools for online tutorial building, analysis of texts produced by learners, and assessment of learners’ writing progress. The research questions are: 1. What resources can be combined to develop an online tutorial set for graduate students at minimal costs? 2. How can the learners’ progress in academic ESL writing be assessed with different assessment tools? First, the paper describes the tools employed in the tutorial construction: MoodleCloud platform, H5P interactive e-book designed by the authors, surveys, and assessment tools. Second, we present and compare assessment tools employed to evaluate learners’ writing progress: Expert assessment with an analytic rubric, self-assessments of progress by the participants, and automated text analysis with corpus-based tools as reported in Li, Makarova, and Wang (2023). A comparison of the scores across the three assessment tools shows some discrepancies, which seems to suggest that combined tools yield a more comprehensive picture. The expert assessments and self-assessments demonstrate improvement in the writing quality over the course of the tutorial series, which are partially supported with the findings from corpus-based analysis of participants’ texts. The findings are of relevance to e-learning scholars, faculty, and administrators of English-medium universities with substantial intakes of international graduate students in Social Sciences and Education whose native languages are other than English.

Effectiveness of Online Mentoring in Scientific Writing for Students in The Early Childhood Education (ECE) Teacher Program

The purpose of this study was to obtain an overview of the effectiveness of the mentoring process for writing scientific papers for Early Childhood Education (ECE) Teacher program students at universities that implement a distance learning system. The mentoring process is carried out online through the Moodle application on e-learning, webinar tutorials with the Microsoft Teams application and consultation via WhatsApp both video call and chat. The research design uses descriptive qualitative using questionnaires and interviews and documentation as data collection techniques. The research subjects were 30 students who took scientific work courses through online tutorials in the 2023.1 and 2023.2 semesters. The data were analyzed descriptively by processing the similarity of the subject's answers. The results showed that the online scientific work guidance process was quite effective in terms of task completion in the form of student graduation in this course. The advantages of this mentoring process include saving costs, time and energy and managing the mentoring process. The weaknesses include the difficulty in understanding the material and the ineffective revision process. Recommendation: to make the mentoring process more effective, occasionally the mentoring is done offline, or the mentoring process is blended online and offline. Originality produces new knowledge without repeating what has already been done by others.

Knowledge Graph-Enhanced Intelligent Tutoring System Based on Exercise Representativeness and Informativeness

In the realm of online tutoring intelligent systems, e-learners are exposed to a substantial volume of learning content. The extraction and organization of exercises and skills hold significant importance in establishing clear learning objectives and providing appropriate exercise recommendations. Presently, knowledge graph-based recommendation algorithms have garnered considerable attention among researchers. However, these algorithms solely consider knowledge graphs with single relationships and do not effectively model exercise-rich features, such as exercise representativeness and informativeness. Consequently, this paper proposes a framework, namely, the Knowledge Graph Importance-Exercise Representativeness and Informativeness Framework, to address these two issues. The framework consists of four intricate components and a novel cognitive diagnosis model called the Neural Attentive Cognitive Diagnosis model to recommend the proper exercises. These components encompass the informativeness component, exercise representation component, knowledge importance component, and exercise representativeness component. The informativeness component evaluates the informational value of each exercise and identifies the candidate exercise set E C that exhibits the highest exercise informativeness. Moreover, the exercise representation component utilizes a graph neural network to process student records. The output of the graph neural network serves as the input for exercise-level attention and skill-level attention, ultimately generating exercise embeddings and skill embeddings. Furthermore, the skill embeddings are employed as input for the knowledge importance component. This component transforms a one-dimensional knowledge graph into a multidimensional one through four class relations and calculates skill importance weights based on novelty and popularity. Subsequently, the exercise representativeness component incorporates exercise weight knowledge coverage to select exercises from the candidate exercise set for the tested exercise set. Lastly, the cognitive diagnosis model leverages exercise representation and skill importance weights to predict student performance on the test set and estimate their knowledge state. To evaluate the effectiveness of our selection strategy, extensive experiments were conducted on two types of publicly available educational datasets. The experimental results demonstrate that our framework can recommend appropriate exercises to students, leading to improved student performance.

Family language policies during a global pandemic: challenges and opportunities for language maintenance in Arabic-English multilingual families in the USA

Abstract In this study, we analyze interview data from 17 mothers of Arabic-English multilingual families to examine their experiences of maintaining their children’s Arabic language development during the COVID-19 pandemic. We were interested in exploring the challenges they faced during the pandemic and their responses to those challenges with the resources available. Following a constant comparative method, our data analysis demonstrated that four main factors have impacted Arabic-English multilingual Muslim families’ language policies during the pandemic, i.e. (1) inner-family dynamics, (2) school closures, (3) children’s agency, and (4) family safety and wellbeing. Responding to those factors, participants’ family language policies were guided by their commitment to Arabic as the language of Islam (i.e. performing religious practices and maintaining connection with the written Islamic heritage) and as an indispensable component of their children’s ethno-religious identities. During the lockdown, when their children could not attend Arabic tutoring, mothers developed new strategies to support their children’s language socialization (e.g., Halaka, more frequent family visit, online tutoring). When schools switched to online learning, their children had more time to spend at home, which most mothers used as an opportunity to have their children practice Arabic more and, in some cases, conduct daily Arabic literacy tutoring at home. All those mothers’ creative responses to COVID-19 challenges were complexified by children’s agency and concerns about family safety and wellbeing.

Designing for Learning: Key Decisions for an Open Online Math Tutor for Elementary Students

Usable Math available at https://usablemath.org/ is being designed as an open online tutor for elementary school math students and teachers in the USA. It provides interactive problem solving for 3rd through 6th grade students who are learning mathematical reasoning and computation skills through word problems. Using the system, students and teachers access standardized test questions and then receive math learning strategies from four virtual coaches — Estella Explainer, Chef Math Bear, How-to Hound, and Visual Vicuna — who offer words, images, pictures, charts, graphs, animations, and gifs to support students to read, compute, and think strategically and visually as math problem solvers. This paper describes six key decisions influencing the design and development of the system: (1) four coaches, each with a different approach to math problem solving; (2) Google Slides as an online platform for the system; (3) a click-to-see method for students’ and teachers’ control of the system; (4) growth mindset feedback statements after every problem; (5) invitations for students to write their own math problems and problem solving strategies; and (6) ways for teachers to utilize the system for classroom learning.

Enhancing business students’ self-efficacy and learning outcomes: A multiple intelligences and technology approach

This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.

Targeting fraction misconceptions and reducing high confidence errors in an online tutor

AbstractBackgroundProviding students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of incorrect worked examples alone or in combination with correct examples remains unclear.ObjectivesWe aim to address whether studying incorrect examples alone or in combination with correct examples can support the reduction of students' fraction misconceptions, operationalized as errors made with high confidence.MethodsAfter incorrectly solving a sampling problem, 130 students in 4th through 11th grade in the U.S. were randomly assigned to a condition in an online problem set focused on fraction equivalence. Students studied either single‐type worked examples (i.e., correct or incorrect; n = 49) or combination‐type worked examples (correct and incorrect; n = 41) or engaged in a problem‐solving control (n = 50).ResultsStudying a combination of correct and incorrect worked examples was as effective as the problem‐solving control with feedback at improving fraction equivalence knowledge and reducing the rate of high‐confidence errors. Students in both the combination condition and the problem‐solving with feedback condition outperformed those who studied either correct or incorrect worked examples alone.ConclusionsResults support the inclusion of a combination of correct and incorrect worked examples when teaching students with low prior content knowledge. Studying a combination of example types within an online tutor helps to reduce misconceptions about fractions, a topic students commonly struggle with. A problem‐solving task with corrective feedback worked equally well.

Harnessing the Power of Technology to Enhance Language Learning and Development

Technology has revolutionized the way we learn and develop language. With the use of technology, it has become easier than ever to learn and develop a new language. Technology has enabled us to access a wealth of language resources, such as online courses, tutorials, apps, and interactive websites. Harnessing the power of technology to enhance language learning and development has become increasingly prevalent in recent years. This abstract explores the central concept of using digital tools and resources to supplement traditional language learning methods. It highlights the various ways technology can improve language learning outcomes, including interactive learning platforms, online courses and tutorials, language learning apps, virtual reality and augmented reality, language exchange platforms, online resources, and adaptive learning systems. The abstract emphasizes the importance of technology as a complement to traditional instruction, providing increased accessibility, interactivity, personalization, and immersion in language learning. It concludes by highlighting the need for human interaction and guidance in conjunction with technology to maximize language learning and development.
 In this article, we will look at how technology can be used to enhance language learning and development. We will discuss the benefits of using technology in language learning, the role of technology in language learning, how to create a technology-based learning environment, and what challenges may arise when using technology-based language learning.

Operations Management Curriculum Development Under Uncertain Situations: Lessons Learned From the Pandemic

The COVID-19 pandemic caused a major disruption to higher education as face-to-face teaching had to shift to distance teaching overnight. In this paper, we describe the adaptation of an operations management undergraduate core module, taught to first-year students, from face-to-face delivery to emergency online delivery. In our online version, we used a mix of traditional and flipped classroom techniques. We adopted a “live” online lecture, where students were encouraged to interact with their instructors and ask questions, and flipped live online tutorials, where students and instructors discussed case studies. In addition, we used a web-based simulation game as a learning and assessment tool. After the simulation game was complete, we assessed our students using a reflective group presentation regarding the decisions they made throughout the game. Based on student feedback, the curriculum design and the module adaptations that we adopted for its emergency online delivery can be considered successful. In particular, students were satisfied with the module quality and structure. Following our experience from adapting our face-to-face module for emergency online delivery, we provide a framework for switching to emergency online teaching along with some useful insights and recommendations to operations management educators.

Student Soft Skills in Learning Support Services with Webinar Tutorials (Tuweb) and Online Tutorials (Tuton) : A Study in Indonesia Open University’s Postgraduate Program

This study aims to analyze students' soft skills in learning support services, namely webinar tutorial (tuweb) and online tutorial (tuton), and the relationship of the soft skills to the student's grades in both tuton and tuweb, Indonesia Open University's Postgraduate Program. Aspects of the soft skills developed were 1) teamwork; 2) communication through Tuweb's discussion forums; 3) oral communication; and 4) leadership. This study used a survey method with quantitative approach. The participants were 99 students from two courses. The research instrument was online survey questionnaire using Microsoft Forms. Data analysis used descriptive statistics, correlation, and regression analysis. The results of the study were 1) students' soft skills on tuton and tuweb have developed as expected; 2) teamwork and communication skills correlate with students' attendance and discussion; 3) oral communication and leadership skills do not correlate students' discussions and assignments; and 4) teamwork and written communication skills had the most significant contribution to the tutorials' grade compared to oral communication and leadership skills.

Perkembangan Berbagi Pengetahuan Pada Pendidikan Jarak Jauh

The development of knowledge sharing in distance education has become a significant topic in the era of globalization, supported by innovation and technological advancements. Open University (UT) is an educational institution that adopts a distance education model and utilizes information technology as a learning medium. UT employs various forms of e-learning, such as online tutorials, television programs, web resources, digital libraries, and more, to facilitate interaction among students, course materials, tutors, and fellow students. This article delves into how knowledge sharing management is crucial in the context of distance education, drawing insights from UT's instructional model and knowledge management theory. Knowledge management is considered essential for enhancing student performance during the learning process and in their future careers. The article also outlines how information technology serves as a tool to facilitate knowledge sharing in distance education. This research offers valuable insights into how knowledge management and knowledge sharing can be applied within the realm of distance education, particularly at institutions like Open University. It serves as a guide for other educational organizations seeking to enhance the effectiveness of their distance learning programs by implementing principles of knowledge management and information technology.

The evaluation of the processes of problem based learning tutorials: Online or face-to-face?

Objective: The purpose of this research is to evaluate e-PBL tutorials and compare these sessions with face-to-face PBL sessions.
 Patients and Methods: This research is a program evaluation study in which quantitative methods were used. In the research, four
 90-minute e-PBL sessions held between April and June 2020 were evaluated. Sessions conducted online were realised using the sevenstep
 approach in groups of 13-14 students and a tutor. Video recordings were analysed with the thin slicing method. In addition,
 various quantitative data on evaluation were analysed using multiple tools and materials, including the end-of-program evaluation
 form. Friedman test and Mann-Whitney U test were used in the analyses of quantitative data.
 Results: Upon evaluating the analyses of the feedback received from the students about the structure, content and process of the
 program regarding the e-PBL tutorials, the students gave a positive opinion of 80% or more. In regards with the cases, the students
 had positive opinions of over 80% in terms of “motivation for learning and researching”, “daily life and its relation to their individual
 development”, “suitability to their levels of knowledge and skills”, “reinforcement of topics”. Support, guidance and feedback received
 from the tutor as a group and individually during online tutorials were statistically significantly higher than the face-to-face PBL
 tutorials (P

Perspectives of ChatGPT in Pharmacology Education, and Research in Health Care: A Narrative Review

In the era of advanced Open artificial intelligence (AI) technology, the large language model tool known as chat generative pre-training transformer (ChatGPT) is gaining an increasing number of users in various fields such as healthcare, medical education, agriculture, and customer support due to its features like information retrieval, generating human-like conversations, and natural language processing. The purpose of this narrative review is to present the perspectives of ChatGPT in Pharmacology and Medical Education. And highlight the limitations of ChatGPT in these areas and draw the attention of policymakers in healthcare to implement such technologies while taking into consideration ethical issues. To collect information regarding the perspectives of ChatGPT in pharmacology and medical education. And highlight the limitations of ChatGPT in these areas. In health care, it helps in the drug discovery and development process, diagnosis, treatment, counseling, assisting in surgical procedures, pharmacovigilance, pharmacy, and so on. In medical education, this tool plays a crucial role in online tutoring, personalized assistance, grading, improvement in grammar, and so on. Despite the limitations, ChatGPT is helpful in healthcare, medical education, and scientific writing. To overcome such limitations of ChatGPT, like ethical issues, emotionlessness, providing information before 2021, the risk of biases, uncontrollability, lack of transparency, academic dishonesty, and so on, alternatives have been developed, but they also fail to entirely resolve the associated limitations. Looking at the current scenarios, there is an urgent need for comprehensive guidelines to address these limitations and provide a framework for appropriately utilizing AI tools in healthcare domains. This framework should also focus on maintaining a balance between human involvement and technological advancements.