Tutorial Teaching Research Articles

Análisis exploratorio de la asignatura Trabajo Fin de Grado en las universidades españolas

Introduction and objectiveThe Bachelor Thesis (BT) is a compulsory subject in the Physiotherapy Degree. The objective of this work was to elaborate an exploratory analysis of the BT in the Spanish Universities 12years after its implementation. Material and methodsCross-sectional descriptive study using a structured search on the websites public and private Spanish universities offering Physiotherapy Degrees. The variables studied were number of credits, timing, type of work, teaching guide, language, distribution of hours, supervisor profile, evaluation system and defense format. Results57 degrees in 53 universities were analysed. The number of credits most frequently assigned was 6. Observed distribution of hours was face-to-face hours (17.5±19.5); hours of supervised work (18.8±21.3); hours of autonomous work (144.4±46.9). The most frequently used methodological design was the bibliographic review (n=24). In the evaluation criteria, the supervisor's rating ranged between 0 and 90% of the final mark (41.7±23.7) compared to 10-100% corresponding to the thesis evaluation panel (58.1±24.4). Only 21 degrees report the profile of the tutor teachers. ConclusionsThe assignment of credits, methodologies and evaluation systems are very heterogeneous among Spanish universities in the BT of the Physiotherapy Degree. After 15years since its implantation into the degree, it is necessary to establish a consensus to rationalize the subject.

Systematic Human Learning and Generalization From a Brief Tutorial With Explanatory Feedback.

We investigate human adults' ability to learn an abstract reasoning task quickly and to generalize outside of the range of training examples. Using a task based on a solution strategy in Sudoku, we provide Sudoku-naive participants with a brief instructional tutorial with explanatory feedback using a narrow range of training examples. We find that most participants who master the task do so within 10 practice trials and generalize well to puzzles outside of the training range. We also find that most of those who master the task can describe a valid solution strategy, and such participants perform better on transfer puzzles than those whose strategy descriptions are vague or incomplete. Interestingly, fewer than half of our human participants were successful in acquiring a valid solution strategy, and this ability was associated with completion of high school algebra and geometry. We consider the implications of these findings for understanding human systematic reasoning, as well as the challenges these findings pose for building computational models that capture all aspects of our findings, and we point toward a role for learning from instructions and explanations to support rapid learning and generalization.

Learner engagement with instructor‐generated video

AbstractEffective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video‐based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notesWhat is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery. Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear. Video technology affordances rarely feature in academic professional development programmes leaving tutors ill‐equipped to understand how and in what ways students engage with video resources as a part of their courses. What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement. Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process. A new model to describe factors that affect student engagement with instructor‐generated video. Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes. Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility. Develop clear policies regarding technical features of video generation to avoid learner disengagement.

Education and identity: reflections on tutoring at the Metropolitan Polytechnic University of Hidalgo

The project aims to analyze whether the teacher's profile has any influence during the development of the tutorial action in the educational program of Information Technology Engineering of the Metropolitan Polytechnic University of Hidalgo (UPMH), which emerged in 2008 having as a framework for creation, the implementation of Polytechnic Universities to provide greater coverage to the need for higher education in the State of Hidalgo, offering innovative and high-quality educational programs that respond to the productive demands of today's society. Based on these guidelines, in the month of April 2010, the objective is to know the results of the Tutoring, in accordance with what is established in the institutional program of academic support for students, an evaluation of the program was carried out through the application of two surveys, in which students and tutors participated, obtaining indicators such as 100% of the registered enrollment had an assigned tutor, the students generally stated that they knew what it was and what the objective of tutoring was, however 60% in comments consider it irrelevant, due to the lack of planning and monitoring by the tutor teacher.

Professional Development in Higher Education: Experiences from Royal Thimphu College

This study explored the satisfaction and effectiveness of professional development (PD) programmes offered by the Centre for Innovative Teaching and Learning (CITL) for tutors at Royal Thimphu College (RTC) and to identify areas for improvement. A mixed research methodology was employed, incorporating a self-assessment survey, in-depth interviews, and focus group discussions among tutors. Data collected were categorised into participation and satisfaction, training impact, and future needs. Secondary data such as student consultative meeting minutes and feedback from 2022 PDs were also utilised. In 2022, 16 trainings, 4 seminars, 2 experience-sharing sessions, and 1 cycle of peer observation partnership on teaching and learning were provided. Seventy-three out of 96 tutors participated in two or more CITL programmes. Overall, a mean score of 3.34 was reported on a 4-point Likert scale for satisfaction. The most useful PDs encompassed classroom management, constructive alignment, Bloom's Taxonomy and Blueprint, lesson planning, and giving and receiving feedback. The impact of these training programmes varied, depending on the tutor's education level and experience. Tutors with master's degrees and less than five years of teaching experience reported higher levels of impact. Future needs included training on teaching practical modules, effective technology use, giving and receiving feedback, and data analysis skills. Emergent themes included tutors struggling to find time for CITL programmes and desiring work-life balance. Recommendations are suggested to address these needs, advocating for iterative PDs, additional support for new tutors, and further studies on work-life balance among academicians.

What drives demand for private tutoring in secondary education? Evidence from India

What drives demand for private tutoring in secondary education? Evidence from India

The rescue of medical education crippled by the COVID-19 pandemic.

The ravages caused by the COVID-19 pandemic have affected medical education by losing the tutorial teaching that we carried out in out Institution. The strategies implemented through information and communication technologies are described in this article. With the strategies carried out, it was possible to continue with all the theoretical education virtually at a distance, including the daily hospital rounds, the presentation of clinical cases, the remote analysis of laboratory and cabinet methods, as well as the teaching of the physical examination and the acquisition of diagnostic aid methods. In addition, the number of attendants for the weekly academic general session of the institute increased from 100 in-person attendants to 500 virtual attendants (average), with approximately 5000 reproductions of the recorded sessions. The advantages and disadvantages of these new techniques and the challenges for the future are discussed in this manuscript. Undoubtedly, the pandemic has caused damage to the teaching of two generations of medical students during 2020 and 2021, and we are still afraid that, in 2022, it will persist. Therefore, in our opinion, the medical education implemented by us is not ideal, but, at least, it constitutes a good palliative for the harm that the pandemic caused to medical education.

Enhancing undergraduate research talents: the role of tutors in dental basic research education.

This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students. We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE. A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present. This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.

Attitude Towards Virtual Tutoring in Higher Education

Virtual tutoring has been an essential need to give continuity to education. In this sense, the attitude, both of the teachers and the student, was also a support that allowed the approach in higher education. The present study aimed to identify the attitude towards virtual tutoring in higher education. The method used was argumentative criticism based on documentary analysis, considering the approach to the problem (Introduction), the development (arguments) and the conclusions that have been inferred. As a conclusion, it was found that the attitude shows a motivation in the behavior of people to maintain a mental disposition, generating adequate results in the educational field.

Exploring private supplementary tutoring in Finnish general upper secondary education

ABSTRACT We examine private supplementary tutoring within the context of Finnish general upper secondary education. Specifically, we focus on profit-driven private preparatory course providers who cater to individual students and their families, aiming to improve applicants’ prospects of gaining access to higher education. We examine this during a time when a recent education policy reform has renewed seeking admission to higher education in Finland, consequently impacting the private supplementary tutoring market associated with it. We draw on Bourdieu’s concepts of field, capital, and habitus as a starting point for discussing the complex dynamics between public and private actors in the field of Finnish general upper secondary education and the role of economic capital. The ethnographic data analyzed for this paper consist of field notes and interviews (n = 58) from three general upper secondary schools, produced in 2019-2020. The study aims to investigate the negotiations between the public and private spheres of education within the everyday practices of Finnish public upper secondary education during an educational policy reform. We conclude that the fields of public and private education are not separate but rather intertwined, and they can become blurred in the everyday life of schools through both temporal and spatial overlaps.

A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program

&lt;p&gt;&lt;span lang="EN-US"&gt;In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.&lt;/span&gt;&lt;/p&gt;

The process of challenge formation in Iranian nursing education: A grounded theory study with model presentation.

Nursing education faces many challenges that must be identified and removed to improve nursing education and promote the quality of nursing care. Identifying the challenges of nursing education helps to solve or correct the weaknesses and achieve educational goals, which ultimately help to train skilled professionals capable of providing higher quality care to patients. The present study was conducted with the aim of explaining the experiences of nursing tutors in regard to the process of challenge formation in nursing education in Iran. This is a qualitative study with a grounded theory approach that was conducted in two stages. In the first stage, which took about 9 months, 18 experienced nursing tutors with managerial positions were selected by purposeful sampling from universities across the country. Data were collected through semi-structured interviews, field notes, observation, and memos. Data analysis was done by Corbin and Strauss method through MAXQDA software version 10. In the next step, using the method of Walker and Avant (2011), concepts and statements were gathered within a whole and a model was presented. Twelve male university tutors and six female tutors participated in this study. The mean age of the participants was 45.38 ± 2.1 years, and their mean work experience was 18.66 ± 3.8 years. The findings showed that the challenges of nursing education could be categorized into three categories (defective educational cycle, efforts to restore the educational structure, and learning is a member of educational family), and 12 subcategories. After analyzing the data, trying to provide a need-based education was determined to be the central theme of this study. The components of model developed in this study were presented in the three axes of improving the tutor's teaching skills, managing the situation and educational facilities, and facilitating student's participation in the education process and decision-making. Identifying barriers and facilitators of need-based education in health policy making can enable nurses to build a better future for their nursing position. To provide need-based education, it is necessary to create a suitable ground and platform for proper education. Such platform and ground are a necessity of educational, therapeutic, and community environments. To achieve this goal, it is recommended to improve the professional capabilities of tutors and support educational organizations.

Study Abroad Programming in Writing Centers in Colombia and the USA: Lessons in Translanguaging, Decolonial Theory, and Programming

As a product of both Universidad del Norte and Purdue University engaging in a partnership around shared academic interests, academic study exchanges, and multilingual education, this case study reports on a grant-funded student exchange that used a translanguaging approach to explore how aspects of English and Spanish have an influence on tutor education around writing centers. The first section of the paper describes in detail the exchange program and its background, including how the student research projects consciously emphasized the way this partnership could foreground practical approaches to translanguaging informed by decoloniality views. The second section acknowledges that our project emphasized pragmatic needs and institutional goals but should have better embedded guidance and lessons from decolonial theory. The third section of the paper includes the lessons that complement both decolonial theory and translanguaging pedagogy in study abroad contexts and the programming intricacies of an academic exchange conditioned by institutionality and local contexts. The last section is a brief conclusion about the exchange program, its ideological impact on both universities, and the need for future collaboration to foreground decolonial insight on planning and proposals for cross-institutional projects, especially in the context of mentoring writers at the intersection of nationality and cultivation of voice, agency and rhetoric.

Exploring the importance of tutoring in distance education (de): a case study at the fictitious solares university

Exploring the importance of tutoring in distance education (de): a case study at the fictitious solares university

Who Coaches the Coaches? Exploring the Biographies of Novice Athletics Coach Education Tutors

Despite coach education being a focus of academic inquiry for over 20 years, coach developers (e.g., tutors) have been neglected from the literature until recently. In recognizing and understanding the role of the tutor in delivering quality learning programs for sport coaches, it is also important to consider who tutors are and how biographical factors influence their development toward expertise. This article utilizes Grenier and Kehrhahn’s Model of Expertise Redevelopment as a tool to aid understanding of the transition from sport coaching to tutoring. Narrative interviews were used with seven novice athletics coach education tutors embarking on a “fast-track” tutor development program. Data were subject to narrative thematic analysis and presented as composite vignettes. The vignettes portray six common themes highlighting that becoming a coach education tutor is a lifelong process of episodic experiences. The features of novice tutors’ biographies are a useful starting point in evidencing the development of expertise. These findings could be used to inform tutor recruitment and training. The current study adds to the emerging body of literature by providing one of the first empirical accounts exploring the developmental experiences of novice coach education tutors.

Uncovering the Benefits and Challenges of Shadow Education in English Language Education-A Phenomenological Exploration

Shadow education, also known as private tutoring, has gained popularity worldwide in countries where English is taught as a second or foreign language. In spite of its popularity, very little is known about the benefits and challenges of private tutoring in English language education. The aim of this study was to explore the benefits and challenges associated with shadow education in the context of teaching English. To achieve this, an interpretive phenomenological approach was adopted, focusing on Vygotsky’s socio- cultural theory as a framework. The data for this research was collected through interviews with participants who actively sought shadow education to improve their English language skills. Three participants waiting for the 12th grade examination results were purposefully selected. Data collection involved conducting interviews, recording audio responses, transcribing the recordings, and taking field notes to capture observations and contextual details. The findings revealed that shadow education has an impact on student’s personal growth and empowerment by enabling them to explore their potential and shape their identity. However challenges such as workloads, financial burdens, and conflicts with existing curricula can impede its effectiveness. This study contributes to the existing knowledge on shadow education by providing an understanding of its dynamics within the context. The study provides insights for policy makers, educators, and researchers by examining the challenges and benefits experienced by individuals involved in shadow education for English language learning. It aims to develop strategies that address the needs and concerns of students engaging in shadow education in Nepal.

The Challenge of Classroom Assessment: Analyzing the Discourses of Primary School Teachers from Chile

Research worldwide highlights the lack of teachers’ assessment literacy and shows their beliefs and feelings about being unprepared to face classroom assessment. The same reality has occurred in Chile (Latin America), where participants in this investigation expressed their lack of assessment literacy during their tertiary education. Therefore, following the interpretative paradigm with a qualitative approach, this study tried to reveal how primary school teachers from Chile are prepared for classroom assessment, and if their knowledge of assessment literacy has an impact on their classroom assessment practices. Primary school teachers and university tutor teachers were part of the study (n = 12). Tutor teachers also shared their university study program of the assessment module they taught, which was analyzed and compared with the participants’ answers. Semi-structured interviews were conducted. Themes and codes were defined to organize the data and were analyzed using the discourse analysis technique. The findings of this study reveal that primary school teachers from Chile would prefer a better initial teacher education to improve their performance. Moreover, they manifested the necessity of ongoing support in their professional development to enhance their assessment literacy, and consequently, strengthen the quality of their teaching-learning process inside the classroom.

Current Challenges and Trends in Educational Tutoring

Current Challenges and Trends in Educational Tutoring

College Students Expectation Toward Tutor in Distance Education

Teacher performance will affect students' endurance, motivation, and spirit during learning. Someone's competence to become a teacher/Tutor is no longer enough by only mastering teaching materials, especially for tutors whose role is more as a facilitator. The purpose of this research is to find out the expectations of college students toward tutors in distance education. This research is qualitative by using a survey method. The aspect measured used an instrument of the Likert scale and then analyzed by using descriptive statistics. Key findings highlight that students recognize the importance of tutors' skills and appreciate the benefits of guided tutorials. There is a notable expectation among students for tutors and the Universitas Terbuka (UT) units to collaborate effectively to enhance tutorial services, which are integral to the learning structure in distance education. The results indicate a positive correlation between the tutors' abilities and the provision of efficient and effective learning support. Students' understanding of tutors' skills, their perception of the benefits of guided tutorials, and their internal consistency in evaluating tutor performance during tutorials are collectively rated as 'good'. This reflects the tutors' successful efforts in assisting students to become independent learners who are self-motivated and actively engaged in the learning process. The study underscores the need for focused tutor training programs aimed at developing competencies that align with students' expectations and the demands of distance education.

Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.