Tutoring Research Articles

A Critique of “Shadow Education” as a Metaphor

사교육 연구자들은 사교육을 공교육의 ‘그림자’로 비유해 왔다. 메타포로서의 ‘그림자’는 다음과 같은 특성을 갖는다. 그림자는 실루엣이고, 본체에 종속적이며, 빛의 각도에 따라 그 크기가 달라지고, 어둡다. 이러한 속성에 비추어 볼 때, 그림자로서의 사교육은 다음의 특징을 갖는다. 첫째, 그 경계가 불분명하고 모호하다. 둘째, 공교육의 교육과정, 특히 내용 면에서 의존적이다. 셋째, 형식면에서 공교육에 비해 유연하다. 넷째, 온전한 진리 추구나 학생의 균형있는 발달을 저해하는 어둡고 부정적인 위험성을 안고 있다. 사교육의 은유로서 ‘그림자’가 주는 교육 정책적 함의는 다음과 같다. 그림자 교육이 역으로 공교육에 영향을 주는 현상은 그림자가 본체를 잠식하는 것에 비유될 수 있다. 이것은 그림자 교육으로서의 사교육이 더 이상 공교육에 종속되거나 보충적인 성격만 갖는 것이 아님을 드러내 준다. 최근 들어, 교육을 좋은 위치재의 획득 수단으로 여기는 경향이 강해지고 있다. 이것은 ‘교육이 무엇인가’에 대한 물음을 제기한다. 공교육은 전인교육을 지향하는 좋은 교육이고, 사교육은 위치재를 획득하기 위한 나쁜 교육이라는 이분법적 패러다임에 갇히게 되면, 우리는 이 둘의 관계를 제로섬 게임으로 이해할 수밖에 없다. 사교육 정책의 방향은 공교육에는 맞춤형 개별화 수업 등을 활용하며 교육의 본질을 추구하도록 하고, 위치재 획득 경쟁에 매몰되지 않도록 하는 한편, 사교육에는 교육적 책무성을 강화하는 정책이 필요하다. 그림자로서의 사교육에서 벗어나, 사교육이 공교육과 더불어 학생들의 ‘좋은 삶(웰빙)’ 추구에 비추어 이해할 가능성은 없는지에 대한 면밀한 검토가 필요하다.

Exploring Photographic Writing about Korean Mothers’ Educational Strategies

Photography has been continuously attempted as a research tool in social science research. Photo-based qualitative research continues to this day while branching out into various methods such as the visual methodology (Rose, 2016), photovoice (Wang, 1999), and photo essay (Quinn et al., 2006). The purpose of this study is to present a case of reconstructing the research results presented in the existing text as photo-based qualitative research. The subject of the study is 'A Qualitative Case Study on the Educational Practice of Mothers for Their Children's Academic Success: Korean Bear Moms,' a study by Kyung-ri Kim, Young Chun Kim, and Jae-seong Jo (2022). The four significant subjects presented as the study's main results were converted into visual data, including photos, to reconstruct the existing results differently.
 The research methodology was participatory observation and in-depth interviews using photographs. The research participants were parents who actively supported their children's academic achievement. Data were analyzed using a comprehensive data analysis procedure among about 100 photos taken in 2022. One or two photos most suitable for the four areas of the research topic were presented. First, the participants turned their homes into places suitable for their children’s study. Second, parents become learning experts to teach their children effective learning methods. Third, parents make an intensive financial investment in children’s shadow education. Fourth, mothers use the coffee gathering to collect useful information for their children’s academic success. This study exemplifies how photography transcends the limits of text, delivering intuitive and implicit messages, including the symbolic expression of the inner feelings of the participants, which might not have been revealed in the written text.

Incorporating mini lessons on the hidden curriculum in communication classrooms

The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.

The Role of Blended Learning Model in Learning for Students

The COVID-19 pandemic past years is a big challenge for education worldwide because education has to be done virtually to stop the spread of the COVID-19. Diverse geographical conditions in Indonesia consisting of highlands, valleys, lowlands, mountains and some areas that are far away from cities make students difficult to connect to the internet and thus, virtual teaching is challenging. One form of learning that is able to develop independence student learning is blended learning, this learning model combines online and offline learning. This form of learning model enable students to learn effectively and efficiently, more easy access to teaching materials, and ultimately increase independence student learning because learning is done independently. This study concludes that blended learning can be considered as an efficient approach of distance learning in terms of students’ learning experience, student-student interaction as well as student instructor interaction and is likely to emerge as the predominant education model in the future.
 Keywords: Blended Learning; Language Learning; Learning Model

Bray, M. & Hajar, A. (2022): Shadow Education in the Middle East Private Supplementary Tutoring and its Policy Implications (Routledge),122 pp. ISBN: 9781032329802

Bray, M. & Hajar, A. (2022): Shadow Education in the Middle East Private Supplementary Tutoring and its Policy Implications (Routledge),122 pp. ISBN: 9781032329802

Cross-Border Shadow Education: Private Supplementary Tutoring in the Global Education Industry

This paper focuses on the so-called shadow education provision of private supplementary tutoring by companies operating internationally. Some have a history of decades, while others are younger and emerged to take advantage of technological developments. Contributing to analysis of the Global Education Industry, the paper notes variations in the penetration and manifestation across world regions. In so doing, it draws on theories of isomorphism, while noting divergence as well as convergence in institutional models. The analysis includes remarks on regulatory regimes, many of which permit and even facilitate such international companies, but some of which – most obviously in China – restrict their operation. Thus, conceptually the paper analyses patterns with understanding of the forces in operation. Some of these forces are economic (pricing, marketing, etc.), but others are political (shaped particularly by government regulations), and social (shaped by different socio-economic groups within the countries in question).

Introduction

In the current issue, we feature papers from Hong Kong, Mexico, New Zealand and Thailand. The papers explore the themes of private tutoring, international students studying abroad, conceptions of autonomous learning models, and a review of an online learning tool.

Intentions of shadow education in mathematics: Insights of secondary school students in Brunei Darussalam

Intentions of shadow education in mathematics: Insights of secondary school students in Brunei Darussalam

UI/UX Analysis and Design Development of Less-ON Digital Startup Prototype by Using Lean UX

The growth of startups in Indonesia continues to experience upward growth. Behind the growth that continues to move up, there is a success rate statistic which is a contradiction behind its development. The startup statistics show that about 90% of startups fail. As many as 75% of unicorn startups believe that a good UI/UX design can increase startup valuations and additional investors' funds. User Interface (UI) and User Experience (UX) are closely related because UX results from UI interactions. Less-On is a provider of private tutoring service providers who serve as an intermediary bridge between teachers and students. This research will be carried out by integrating the processes in the Lean UX method into every process that exists at the stages of software engineering development. The results obtained from this study are a final prototype validated in terms of criticism and suggestions through a questionnaire as a form of Less-On branding. Positive UX and better usability are significant for further development of the prototype private tutor booking application, which plays a vital role in acceptance, satisfaction and efficiency in using this Less-ON application. The UI has good usability for users, with a SUS scoring earn 85.53, which is above average and acceptable.

Informal Self-Employment in the Market of Tutoring Services: International Experience of State Regulation

Private tutoring is currently an international phenomenon and, as research in this field demonstrates, has a pronounced upward trend in many countries around the world. At the same time, the issues of functioning and development of the tutoring services market remain insufficiently covered due to the lack of reliable information on tutoring services, imperfect legislative framework in this area, as well as due to the complex changes in the educational system and in the socio-economic life of society in general, to which the analyzed market is extremely susceptible. Therefore, the purpose of the article is to reveal the features of approaches and methods used in the international practice of regulating the tutoring services market.The article reveals that tutoring services market in any country, despite the sufficient openness to new participants, operates under certain restrictions: natural and unnatural barriers. The former is conditioned by the peculiarities of natural development and scale of the market; the latter are created through administrative control of tutoring activities. The classification of barriers is given, which makes it possible to single out state regulation of self-employment in the tutoring services market into a separate category. The types of state policy of different countries in relation to tutoring activities are presented. It is revealed that the current system of state regulation of the tutoring services market in Russia is characterized by a focus on tax control without considering the social significance of the nature of tutoring services and its impact on the state education system. In this regard, it is necessary to analyze international experience, especially about the possibility of implementing the most successful solutions of state regulation of the tutoring services market in relation to Russian conditions.

Fun with english: An english learning assistance at SMK Warga Surakarta

Mastery of English languages is vital in preparing graduates to compete on a global scale in order to improve the quality of human resources in the world of education. As a result, efforts to improve English mastery for the academic community are evidence of an institution's seriousness in realizing its commitment to international standard institutions. The Covid-19 pandemic is currently affecting a variety of industries, particularly education. The Study from Home (SFH) system has now been adopted by many educational institutions. This, however, isn't enough. Many parents express their dissatisfaction with having to accompany their children to their home study sessions. This is not a major issue for students from upper middle-class families, as their parents will almost certainly provide facilities and private tutoring. Students from lower-middle-class families have a different situation. They must learn to be self-sufficient within the confines of their current circumstances. One of the private vocational schools in Central Java is SMK Warga Surakarta. Students in this school have difficulty understanding English sentences, according to the results of interviews with English teachers. As a result, English language training is required at SMA Warga in Surakarta to improve students' comprehension.

Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments

This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, the paper outlines a range of academic writing support identities and roles, unravels the institutional drivers that shape them, and offers perspectives on reconciling apparently disparate roles. Next, the paper addresses the issue of agency in terms of the challenges of enculturating writing tutors into communities of practice, discourse communities, and research networks. This is done with a view to reflecting on the practices in CAW and beyond, thus demonstrating the need for varied development and support pathways to facilitate the move towards online delivery amid, and after, a time of global crisis, namely, the COVID-19 pandemic. The discussion centres on how challenges can be overcome through sustained professional development, focusing on the role of technology in not only refashioning academic writing support, but also the roles and practices of Academic Writing Tutors at CAW. Issues of digital pedagogies, technologies, and digital literacies permeate this discussion of the online pivot and crisis pedagogies, offering analysis, reflections, and questions to guide future directions in (online) Academic Writing Tutor development and Academic Writing (crisis) Pedagogies research.

Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh

This study applies the theory of planned behavior to predict Bangladeshi teachers’ intentions and behaviors towards private tutoring. It secured qualitative data from 18 semi-structured interviews with students, parents, and teachers. The data were analyzed using a thematic analysis procedure. The findings revealed that teachers’ behavioral intentions to engage in private tutoring were influenced by their attitudes, subjective norms, and perceived behavioral control. Unlike prior empirically-driven studies, this study makes a substantial contribution by establishing a theoretical foundation that can predict teachers’ intentions and behaviors within the context of shadow schooling. Additionally, the moral and professional ramifications of tutoring practice are discussed, and suggestions are made in terms of public policy to manage those ramifications.

Development of Electric Cube Assistive Technology to Facilitate Physical Fitness Trainings of Children With Special Needs

Assistive technology has opened many doors of education for special needs students. Assistive technology can be an equalizer for individuals with special needs to be able to participate in the school and community environment. This study aimed to research and develop assistive technology that can facilitate special needs children to be able to do physical activities like physical fitness exercises. The final product of this study is a smart cube equipped with a timer and a special fitness training program that is integrated into the smartphone. The research method used in this study was research and development adopted from Borg and Gall, divided into three stages. The design stage, the development stage, and the implementation stage. The research subjects consisted of experts in adaptive physical education, physical activity instructors for students with disabilities, and students with disabilities. Data was collected using the test method (physical fitness movement literacy) and non-test methods (survey, test, observation, interview and documentation). The results of the small group and large group try out stated that the product can be implemented well, and by looking at the results of the research, it can be concluded that the product is suitable to use by children with special needs, especially children with mild mental disabilities.
 Keywords: Assistive device, Electric cube, Physical fitness, Special needs children

Improving teaching practices via virtual reality‐supported simulation‐based learning: Scenario design and the duration of implementation

AbstractGraduate Teaching Assistants (GTAs), or student instructors, are the crucial force in college for undergraduates' learning in Science, Technology, Engineering and Maths (STEM) disciplines. However, professional development of student instructors is often neglected. Providing adequate and appropriate teacher training for student instructors is a critical challenge. When the technology is available, open‐source non‐immersive virtual reality (VR) can be a cost‐efficient and accessible platform for teacher training. Empirical research of designing and implementing VR for the training on teaching knowledge and skills development is inconclusive and thus warranted. In this ex post facto study, we investigated VR‐based teacher training with 33 STEM student instructors to explore the effects on the participants' virtual teaching practices of two design factors: (1) the simulated teaching scenario and (2) the duration of training program implementation. We analysed 7604 event logs from the recordings of their virtual teaching sessions. The results of ordinal logistic regression analyses showed two factors contributed to higher odds of appropriate teaching actions. The first is the simulated scenarios that induced a more dynamic balance of domain‐specific and pedagogical knowledge for decision making in teaching; the second is the teacher training program with a longer duration. Practitioner notesWhat is already know about this topic Teacher training, especially for college graduate teaching assistants in Science, Technology, Engineering and Maths (STEM) disciplines, is a key for the success of undergraduate students in STEM. Virtual reality (VR)‐supported simulation‐based learning has been found effective for enhancing knowledge and skills development in diverse settings, including when being used for teacher training. What this paper adds A guiding framework for the investigation of scenario design and duration of implementation in VR‐supported teacher training. VR scenarios that encourage more dynamic balance of domain‐specific and pedagogical knowledge for decision making in teaching have higher odds for appropriate teaching acts. A longer duration of program implementation in VR can result in higher odds for appropriate teaching acts. Implications for practice We should carefully consider appropriate scenario designs in VR to enhance dynamic decision making and interactivity in simulation‐based teaching practices for teacher training. We encourage extended duration of VR teacher training programs to facilitate teachers' observant, autonomous and attentive VR‐based micro teaching practices.

The Testing culture and the role of private education

ABSTRACT Entrance to prestigious four-year colleges in South Korea depends heavily on secondary school curricula and scoring high enough on the university entrance exam known as the College Scholastic Ability Test (CSAT). The current national policy has elevated English to the same level of importance as math and Korean on the CSAT. Private English lessons, a part of the burgeoning shadow education, are vital to high school students seeking to obtain a high score, since students do not perceive that public school English education suffices for this immediate goal. Through an analysis of survey data gained from 420 high school students and semi-structured interviews with 15 English teachers, this study shows that Korea’s testing culture leads to the devaluing of public school teachers and curricula and does not promote competences in speaking and writing. Our analysis suggests the necessity of curriculum reform that advances the empowerment of public school English teachers while ensuring a focus on all four language competences.

Teachers’ and Students’ Attitudes toward Shadow Education In Teaching and Learning English

This paper aims to explore teachers’ and students’ attitudes towards shadow education in teaching and learning the English language in the context of Nepal. This study adopts narrative inquiry as research method to explore the attitudes of participants through their lived narratives. For this purpose, two secondary-level English language teachers and two students have been selected as the participants who were involved in shadow education for the study from two community secondary schools in the Rupandehi district. The study uses unstructured interviews for collecting the required data. The study revealed that teachers and students have both positive and negative attitudes towards shadow education in English language teaching and learning. Tuition and coaching supported students to improve their self-confidence and language proficiency in English and teachers to be financially strong. Similarly, poor classroom teaching, attending fewer classes and giving less attention to the students during the regular teaching hours are the negative consequences of shadow education. Thus, the study can contribute to the discourse of shadow education to get insightful ideas and add new knowledge in reforming the existing educational policy in school education minimizing negative effects of it in Nepal.

Students’ Motivational Factors behind Acquiring Shadow Education and Reasons for Creating New Generation Schools in Cambodia

The current study explores the motivational factors behind acquiring shadow education in Cambodia. We adopted documentary design, which is one of the qualitative methods. We collected relevant documents on shadowing in Cambodia and analyzed them qualitatively using the proposed content analysis. This study indicated that the leading motivational factors behind acquiring extra education in Cambodia were students' grades and overemphasis on examinations, school quality, teacher economic benefits, or teacher corruption. The findings from these studies could be used to discuss and generalize the motivational factors behind acquiring shadow education in the Cambodian educational context. Along with the existing shadow education, causing difficulty for the poor, the Royal Government of Cambodia and the Ministry of Education, Youth and Sports (MoEYS) have taken measures to eliminate this type of education by turning some schools into New Generation Schools (NGS).

State of Private Tutoring in Mathematics Learning From School to Higher Education

The study aims to determine the state of private tutoring in mathematics learning from school to higher education in the Nepalese education system. Also, the study was intended to compare the practice of private tutoring in mathematics at the secondary level and higher education. The study was conducted within the framework of descriptive and qualitative research design using an interview schedule and observation guidelines as the tools for data collection. Finally, it was found that mathematics is one of the subject in which massive numbers of students demand for supplementary classes at secondary level and even in higher level. Intentionally, they want to join tuition classes at secondary level rather than primary level, and which level the board exam will be administered. Before beginning of semester system at University level those students majoring mathematics want to join private tuition classes to pass their examination. However, in present context, those students who are studying other faculties like management, science, technology demands for it than those who were majoring mathematics.

Student perceptions of digital distraction prevention and student–instructor rapport

ABSTRACT The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be influenced by digital distraction prevention. Participants endorsed course technology policies that are developed in collaboration between students and instructors and that are targeted at curbing the use of digital devices for social, rather than educational, purposes. Findings indicate that such policies can improve student buy-in and improve student perceptions of rapport. Although participants identified confrontational enforcement strategies (e.g., calling students out, grade reductions, phone confiscation) as most effective for reducing the amount of digital distraction during class when policies are violated, these strategies were also identified as being most harmful to their perceptions of rapport with instructors. Despite regularly using devices for off-task purposes during class, most participants are not worried about getting caught because they do not believe their instructors are particularly concerned about the amount of ongoing digital distraction in the classroom. Recommendations for addressing student digital distraction while protecting the quality of student-instructor rapport are provided through the lens of self-determination theory.