Tutoring Process Research Articles

Identification of key concepts in the tutoring process: analysis of a Focus Group of coordinators, tutors and trainee teachers

Las prácticas docentes son un momento esencial en la formación de profesores de lenguas, ya que permiten la integración de conocimientos teóricos y prácticos necesarios para su desempeño como docentes. En este artículo presentamos un estudio que reflexiona sobre conceptos clave en los procesos de tutorización a través del análisis de datos obtenidos en un grupo de discusión (Focus Group). Con el objetivo de validar conceptos del GlosELE_Prácticas, glosario de las prácticas desarrollado en el marco del proyecto europeo Erasmus+ DCP_TusELE se organizó una sesión de trabajo con coordinadores, tutores y profesores en formación (PeFs). Para ello, se utilizó una metodología cualitativa descriptiva de corte etnográfico que consistió en la organización de un Focus Group para validar los conceptos según tres parámetros: la relación prioritaria de los conceptos con los roles de los agentes implicados, las categorías de los conceptos para su clasificación y los momentos de uso de los conceptos por los diferentes roles. A pesar de la experiencia de los informantes en procesos de prácticas, hubo dificultades a la hora de identificar conceptos críticos y específicos del GlosELE_Prácticas. Todo ello sugiere la necesidad de herramientas que permitan identificar, definir y consensuar entre los agentes implicados los conceptos clave de los procesos de tutorización. La identificación de estos conceptos es crucial para el desarrollo de propuestas didácticas fundamentadas, la observación y reflexión de los PeFs y el acompañamiento de los tutores en la práctica docente.

Upaya Meningkatkan Kemampuan Literasi Dan Numerasi Pada Anak Melalui Bimbingan Belajar Di Desa Sawoo Kabupaten Ponorogo

The free tutoring community service activity at the Al-Mutaqqin Prayer Room in Sawoo Village was carried out because so far there has never been a single non-formal tutoring program in the Sawoo Village area. Elementary school age children only study formally at school and some of them get additional education through independent study at home with parental guidance. This activity aims to explore students' abilities to improve literacy and numeracy to make it even better. Participants in this tutoring service activity are all students from grade 1 to grade 6 of elementary school. Tutoring was carried out in order to familiarize and also improve literacy and numeracy learning abilities for children in the environment around Sawoo Village. The implementation of the activity was carried out in 3 stages. First, make an activity plan by first observing students' literacy and numeracy skills. Second, the implementation takes the form of free tutoring which is held 4 times a week with a duration of 1 hour 30 minutes. Third, evaluate and monitor activities that have been carried out. The results obtained from this free tutoring activity are an increase in students' abilities in the areas of literacy and numeracy, students are also able to solve problems in the context of daily life and are able to follow and understand the material taught in this tutoring process well.

The role of the teacher in the tutoring process as an element of quality in Universities

The role of the teacher in the tutoring process as an element of quality in Universities

An initial exploration of semi-automated tutoring

In this paper, we begin our process of incorporating an AI bot in an online chat tutoring setting as a support for the tutor. We explore how an AI bot could give suggestions for tutor messages, although the human tutor will control how to communicate with the student. Tutoring, an important dimension of networked learning, has long been seen as a beneficial approach to students’ learning. An AI bot has the potential to aid tutors in the tutoring process and contribute to the scalability. The present pilot study was conducted in the tutoring setting of the Math Coach program. In the program, teacher students aid students from upper primary school to upper secondary school in mathematics through an online text-based chat system. Llama2 was used as a large language model (LLM), fine-tuned for Swedish comprehension utilizing the Math Coach system's chat logs. Four coaches, teacher students at a technical Swedish university and active in the Math Coach program, were invited to interact with the AI bot and participate in a group discussion. The coaches interacted individually with the AI bot while the chat conversation was displayed on a monitor so all participants could discuss the interaction while it took place. A semi-structured interview approach was taken and the participants were also encouraged to 'think aloud' about their experience. In the discussions, the coaches expressed surprise by the AI's social aspect. They perceived the AI bot as friendly with a positive attitude and were especially surprised by its ability to correctly place appropriate emojis. The coaches agreed that the AI was able to ask both appropriate and helpful questions and share some good guidance for how to proceed in the problem-solving process. However, they felt that the AI bot was not able to offer sufficient mathematical guidance, oftentimes the AI bot was confidently wrong. It also wrote too long messages, which humans would typically separate into several chat messages, and did not wait for a response but instead moved too quickly towards the solution. Moving forward we plan to address the effects of improved prompts on the AI bot and continue finetuning the LLM. We will continue to conduct pilot studies and eventually conduct more large-scale empirical studies.

Tutoria invertida no ensino superior: Satisfação dos alunos em experiência de inovação educacional

Introduction. University tutoring rarely includes innovative contributions that lead to new procedures to generate interest and have an impact on the university community. Objective. This paper analyzes student satisfaction with the experience of educational innovation based on flipped tutoring, focusing on the difference between initial expectations and final perception. Method. The research was based on a quantitative methodological approach and a non-experimental, descriptive, and longitudinal design. The participants in the study, 164 students from an Early Childhood Education, Primary Education, and Pedagogy degree, answered a valid and reliable questionnaire designed ad hoc. Results. The results showed student satisfaction with the employ of the tutoring method and the Kahoot platform. On the contrary, the students expressed dissatisfaction with the use of virtual forums. Conclusions. These digital tools offer pedagogical alternatives that facilitate the work of the tutor. Kahoot is perceived as a success in detecting training needs, while virtual forums require teacher reflection for their incorporation into flipped tutoring processes.

Central Line Repair in Pediatric Patients in the Pediatric Emergency Department by Emergency Physicians-A Single-Center Experience.

Central venous catheters are more common with advanced treatments for a variety of conditions. These catheters may need to be repaired after local damage. This has been performed by those more involved with catheter placement such as pediatric surgeons and interventional radiologists. Gastroenterologists who treat many of these patients have also been involved with catheter repair. Repair by pediatric emergency physicians has not been explored. Such repairs by the emergency physician may be time saving and avoid unnecessary admissions. This was a retrospective study of a single center's experience with catheter repair. The performers and outcomes were compared. During the study period, 52 catheter repairs were performed on 7 children. Forty of the repairs were performed by a pediatric emergency physician, 5 by pediatric surgeons, and 5 by interventional radiology. All but 1 repair was successful. Infectious complications were reported in 3 cases. None required catheter removal. The length of stay was significantly shorter for repair by emergency physician. Central line catheter repair can be performed successfully by pediatric emergency physician with minimal complications. A dedicated process of repair tutoring is required and may avoid infectious complications.

Nursing Teaching-Learning Process in Virtual Environments-Perspective of Teachers and Students

The Teaching-Learning Process (PEA) in virtual environments requires permanent adaptation to change. Objective: to analyze the perception of the quality of the PEA in virtual environments and propose alternatives for improvement. Method: study with a qualitative approach of ethnomethodological design, through semi-structured interviews and dialogue/debate in focus groups. The sampling was non-probabilistic for convenience according to the saturation point. Results: seven categories emerged: 1) Quality of the PEA in virtual environments: motivation, active methodology and collaborative learning; 2). Limiting; 3). Strengthening of the active methodology: equipment and teacher-student interaction; 4). The tutorial processes strengthen both; 5). The value of practice; 6). Roles focused on theory-practice interaction; 7). Challenges and opportunities. Conclusion: The quality of the PEA in nursing in virtual environments is a process under construction, the challenges and opportunities concern everyone in logistical aspects and academic effort; viable thanks to the commitment of the participants and the resilience of the students.
 
 Received: 9 July 2023 / Accepted: 15 December 2024 / Published: 5 January 2024

Development and psychometric properties of the Student Evaluation of Dissertation Tutoring Scale (SEIDTUS) in Higher Education

Academic dissertation tutoring has become an important academic teaching competence in higher education. However, no assessment instrument has been developed to measure the needed transversal competences in quality tutoring. In two studies, we aim to develop and explore the psychometric properties of the Student Evaluation of Dissertation Tutoring Scale (SEDITUS). In study 1 (N = 82, 72% women), the initial 8 items proposed a unidimensional construct and good fit properties to the Polytomous Rasch model. Differential item functioning (DIF) revealed no significant differences across gender for all the items, and the 4-category structure did function well. In study 2 (N = 1046, 69, 03% women) an expert committee decided to remove 1 item due to lack of generalization process of the item across faculty degrees. A multilevel Rasch model was used to consider the nested nature of the data (students nested in 8 faculties). Results replicated Study 1, with the scale showing appropriate psychometric properties at the item and global level. Overall, the 2 studies suggest the SEDITUS can be recommended as a rapid assessment of tutoring process in dissertations developed both in undergraduate and masters’ degrees.

What are tutors' perceptions of an online tutoring project-Digital Learning Companion-During the COVID-19 pandemic? A case study in Taiwan.

The COVID-19 outbreak has had serious impact on remote education and service-learning implementation in Taiwan. To alleviate these impacts, the Digital Learning Companion, an online tutoring project, was proposed to bridge the digital divide and learning gap among remote children, while offering university students an online service-learning environment. This project recruited international students as tutors for local children. To explore tutors' perceptions of this project during the COVID-19 pandemic, qualitative research, particularly a case study, was conducted. Adopting purposive sampling, 15 participants were chosen for interviews at the end of the project, and 10 reflective videos were used to reveal further information to supplement the interview results. Content analysis was employed to analyse the data. The findings implied that using JoinNet and tutoring journals significantly facilitated the tutoring process, which led to tutors’ remarkable development in skills, social relationships, multicultural experience, altruism, social responsibility, self-efficacy, and affective values. However, they encountered some challenges, such as technical problems, communication barrier, lack of tutee information, and short tutoring duration. The solutions to these challenges and insightful suggestions for the project development are pointed out. The results of this study contribute to tutors’ cognitive, social, and motivational development, and support the online service-learning-integrated curriculum, which can become a reference for further studies regarding online service-learning implementation to bridge the research gap.

Penerapan Restful API Pada Push Notofication Untuk Rekam Data Perwalian

Guardianship is counseling carried out by students with guardian lecturers, to provide direction for the tutoring process at the tertiary level. Currently the academic guardianship system has an indication of a problem, which is when the student has a guardianship record every semester. And in the existing guardianship academic system, they don't have that yet. Because it is caused by students who are on leave and students who are repeating courses. In addition, guardian lecturers cannot track courses taken by students, this can be said to be ineffective. Thus, data recording and Reminder Information were developed, so that guardian lecturers can carry out the teaching and learning process more effectively and students can carry out lectures properly, because of the technology used in the academic system. This research uses the RestFul API method on Push Notifications to Record Guardianship Data to be more effective. Then to Respond and Request trust history data, namely using JSON, so that it is more structured and easier to use. The methods applied are Get, Post, Put, and Delete. Each method has uses, namely displaying trusteeship data records using the Get method, then providing guardianship records using the Post method, as well as changing records using the Put method and deleting using the Delete method. With the implementation of the RestFul API in Push Notification for the trust data recording system, a feasibility test has been carried out and obtained a value of 81.05%, which means that the application built is very feasible so that it can help the process of recording trust data.

Pola Bimbingan Belajar Orangtua di Rumah dalam Pengenalan Lambang Bilangan AUD masa BDR

This study aims to describe the pattern of parental guidance at home in developing the ability to recognize number symbols in early childhood BDR. This type of research is descriptive qualitative research. The data collection technique was through interviews with 10 parents with early childhood, as well as observations made on the entire process of parental maturation during BDR. The results of the study describe the pattern of parental tutoring carried out through 3 stages, namely 1) directing and making agreements with children in the form of gifts (rewards) and giving punishment (punishment), 2) monitoring of practices related to the tutoring process carried out by parents, namely using 4 types of activities, namely activities of imitating, connecting and bolding number symbols, using number symbol posters and using videos learning YouTube and games on smartphones, 3) correction of parents seeing obstacles/obstacles encountered during the learning process and solutions to overcome them as well as evaluating and not continuing. Parents have very diverse patterns and are very influential on the development of children's number symbols.

Mosaic Nature of Dialogue in Academic Tutoring

RESEARCH OBJECTIVE: The aim of the article is to problematize and present the mosaic approach to the dimensions of dialogue in academic tutoring.
 THE RESEARCH PROBLEM AND METHODS: The considerations carried out in the article are aimed at solving the following research problem: “what are the structure and specific features of the mosaic approach to dialogue in academic tutoring?”. The method used in the process of constructing the scientific argumentation is problematization of issues, based on literature and the author’s experience gained during the “Masters of Didactics” project.
 THE PROCESS OF ARGUMENTATION: In order to answer the research question, first, tutoring was characterised as an exemplification of personalised education (learning), and then the author focused on the problematization of three dimensions of dialogue in academic tutoring.
 RESEARCH RESULTS: In the process of scientific analysis, three dimensions of dialogue were described (as a way of communication between the tutor and the tutee, a personal dialogue, and a motivational interviewing), showing the mosaic nature of dialogue in academic tutoring and the contribution of this process to the achievement of goals that complement one another.
 CONCLUSIONS, INNOVATIONS AND RECOMENDATIONS: In the mosaic approach to dialogue, each of its dimensions is important, and saturation of individual tutoring processes with them is conditioned by the factors corresponding to the personalization of education. Such an approach seems not only to legitimize and make varied tutoring practices more reflective, but it also inspires empirical research on the dimensions of dialogue at universities.

User Requirements Analysis of Digital-Based Solutions for Supporting Disabilities using User Journey Map (Case Study of PSLD Brawijaya University)

Disability is any condition of the body or mind that makes it more difficult for the person with the condition to do certain activities and interact with the world around them. Persons with disabilities need assistance in various fields related to their limitations to improve their quality of life. Either area that needs to be optimized to fulfill the rights of persons with disabilities is inclusive education. Brawijaya University supports inclusive education by establishing an organizational institution called Pusat Studi dan Layanan Disabilitas Universitas Brawijaya (PSLD UB). PSLD UB provides peer tutoring services by involving non-disabled students (volunteers) to assist students with disabilities during academic activities. So far, the process of implementing peer tutoring has often encountered problems due to schedule changes or other unexpected activities, causing schedule mismatches between volunteers and students with disabilities. To fulfill disability rights, it’s necessary to have a digital solution in peer tutoring activities, while to design the solution it’s necessary to analyze the right user requirements. Therefore, the purpose of this research is to analyze user requirements to optimize user experience, so that developers can use it to develop peer tutoring systems. This study applies a User Journey Map to analyze user requirements to know the description of the user's steps in achieving the goal. The selection of respondents was based on purposive sampling technique with the criteria of respondents who had carried out the peer tutoring process. From the results of this study, it was found three main features that suit user requirements are automatic replacement, emergency requests, and list of available volunteers.

ATOMIC PHYSICS TEACHING MATERIALS IN BLENDED LEARNING TO IMPROVE SELF-DIRECTED LEARNING SKILLS IN DISTANCE EDUCATION

Atomic physics teaching materials support student motivation to learn independently, guide, and direct students to master material with abstract characteristics. The teaching materials in blended learning can improve the tutorial system’s interaction process in distance education with special characteristics. Universitas Terbuka students have various ages, professions, geographic location, social environment, and prior knowledge. This study aimed at analyzing the practicality and effectiveness of atomic physics teaching materials in blended learning to improve students’ self-directed learning skills in the open and distance education system. This research involving 121 students spread across 12 regional offices in Indonesia. Analysis of the impact and consistency of students’ self-directed learning skills used inferential statistics, then for data analysis, the improvement used N-gain. The results of the study showed the average tutorial feasibility using atomic physics teaching materials is the most dominant in explaining the teaching material thoroughly and is easy to understand. The average percentage of student activity results get the highest score on the activity of conducting discussions. The effectiveness analysis results showed the atomic physics teaching materials are proven to be effective in increasing students’ self-directed learning. ANOVA obtained no significant difference from all test classes so that atomic physics teaching materials are effective for application to students who have low, medium, and high abilities. The process of practicality and effectiveness has implications for developing teaching materials for distance education systems that must pay attention to the tutorial process, learning management system, and several other components.

The process of mentoring and tutoring in lesson study in initial teacher training: two case studies

PurposeThis paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge.Design/methodology/approachThe study is set within the framework of qualitative research and the methodology adopted is borne out by the case study.FindingsThe analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training.Research limitations/implicationsThis study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher.Practical implicationsThe paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge.Originality/valueThis paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.

Competences of academic tutors – research among participants of the project “Masters of Didactics”

The research aimed to identify and then to characterise the self-assessment of the level of tutor competences of academic teachers participating in the project "Masters of Didactics" - implementation of the tutoring model. The basis for a description of tutor competences was the "European competence matrix for tutors" developed within the Certification for Mentors and Tutors (Certi.MenTu) project aimed at the certification of competences of mentors and tutors according to the European Standard EN ISO 17024. The selected tutoring competences described in this project were applied to the academic environment. Seven areas of these competences were created. These included: Communication and relationships; Working with and supporting tutees; Effective learning; Monitoring tutees' progress; Evaluation of tutoring. The research questions concerned the overall picture of tutoring competences, the developmental nature of these areas. We were also interested in socio-demographic factors that may differentiate the level of competence of tutors. The method used was a diagnostic survey, and the technique was an online survey with open and closed questions. The research was conducted among 78 lecturers from the Polish academic environment. The results indicate that academic tutors perceive themselves as adequately prepared to carry out the tutoring process, while at the same time being aware of the need for improvement, especially competences in the area of knowledge, organization, and evaluation of the tutoring programme at the university. Tutoring competences are independent of gender and academic degree of academic teachers but differentiated by academic discipline.

ANALYSIS OF LEARNING THROUGH WEB-BASED TUTORIALS (TUWEB) DURING THE COVID 19 PANDEMIC ON STUDENTS OF UPBJJ UT MEDAN

The tutorial process or online lectures are a solution in learning in the post-pandemic era, especially at the Terbuka University in the Class Action Research writing course to reduce the spread of the corona virus. The web tutorial process is carried out online by utilizing the Microsoft Teams application and e-learning, which combines synchronous and asynchronous online for two hours in one meeting. This study aims to determine the analysis and response of students to online tutorials during the Covid-19 pandemic which requires students to do distance learning. The subject of this research is the 3rd semester of BI class, totaling 23 students. The findings during the tutorial show that there is active learning between tutors and students during online learning/TUWEB through Whatsapp Groups, LMS and Microsoft Teams.

El papel del tutor en la inserción de los docentes de nuevo ingreso

Since its origins, the Tutoring for new teachers has been plagued by irregularities, which have not responded to the objectives with which it was created and that has put this program in question, about the benefits it offers to address the areas of opportunity. of novice teachers. The present study is an analysis aimed at analyzing the criteria and perceptions of tutors and tutors from a personal perspective, and that the only thing that is intended is to find elements that allow improving the Tutoring processes, from the tutoring function and the role played by the teacher. more experienced that accompanies in his incursion into teaching practice. It is based on the analysis of the evolution that Tutoring has had and how it has contributed to peer work, strengthening teaching skills, in the understanding that working with professionals, who make decisions, who have passed through a higher level institution and who has been trained to be a teacher, appeals to a bit of intellectual humility to allow himself to be supported and strengthen the areas of opportunity of the apprentices in the function. From the methodological point of view, it is based on the qualitative approach and inspired by hermeneutics, the technique used is narrative, as a strategy to rescue information from the perceptions of the main actors in the Tutoring process, references that constitute an important input for analyze and interpret and propose to the corresponding authorities, the strategies that affect the improvement of the tutoring practice.

A STUDY OF TEST, MEASUREMENT AND EVALUATION: UNDERSTANDING AND USE OF THE CONCEPTS IN EDUCATION

Education is a dynamic and nonstop process. Now in the field of Education Test, Measurement, and Evaluation are generalities used and to explain how the progress of literacy and the final literacy issues of scholars are assessed. The ideal of the study was to explain the generalities of test, dimension, and evaluation to help educationists and experimenters in the field of education to more apply them in educational dialogues. The study also suggests stylish practices in setting test particulars in measuring scholars’ learning issues while showing policy directions to help educationists and experimenters in the field of educational evaluation. In the tutoring- literacy terrain, there's a constant need to gauge the outgrowth or the quality of responsiveness of the tutoring and literacy process. This important symbiotic process generally appertained to as assessment, doesn't only do after tutoring but can also be accepted before tutoring is affected or during the tutoring process. More specifically, generalities of test, dimension, and evaluation continue to dominate educational practice around the world. The present abstract paper concentrated the A study of dimension, and evaluation understanding and use of the generalities in education with high objects are (i) To understand the generalities of test, dimension, and evaluation. (ii) To bandy the Significance of test, dimension, and evaluation in education. (iii) To analyses the Part of Preceptors in enforcing the test, dimension, and evaluation in education. For the present study methodology of the exploration is a different type involving an interpretive, discussion and study secondary sources, like books, papers, journals, thesis, university news, expert opinion, and websites etc.

Developing Online Learning Media Using Task Based Language Teaching and Android Video on Writing Action Research Proposal

Due to the pandemic situation, there is a shift in the scientific writing learning process. The process changes from offline to online, where lecturers and students must be more active and involved in the learning process through website tutorials with Microsoft Teams application synchronously and asynchronously through LMS UT. However, such a learning process also experiences problems both with wifi or the internet and the involvement and motivation of students in following it. To complete asynchronously using LMS UT, the research team focused on developing online learning media based on Task-based Language Teaching and android video. This study aims to create online learning media based on Task-Based Language Teaching and android video on writing material for Classroom Action Research to improve understanding and writing Classroom Action Research. The subjects of this research are 3rd-semester students at the Open University. The research method is the development method using a modified 4-D model of instructional development of Thiagarajan, Semmel, and Semmel (4-D model). The process of data collection is done by interview, observation, and filling out a questionnaire. The results of developing online learning media based on Task-Based Language Teaching and android video are suitable for the hybrid writing learning process. Students can be communicative in the web tutorial process. Student learning outcomes are already above the average indicator of 75% through the developed learning media. In addition, students responded positively in their involvement in the learning process using Task-Based Language Teaching-based media and android video.