Traditional Tutoring Research Articles

Innovation and Practice of Laboratory Teaching of Inorganic Nonmetallic Materials Based on Talents Supply-Side Reform

Industrial restructuring and changing employment situation promote the talents supply-side reform of inorganic nonmetallic materials profession which motivates reform of university laboratory teaching. Addition of teaching content with current new technology and knowledge to the existing traditional tutorials in combination of reformed pedagogical will aid the improvement of skills and adaptability and flexibility to employment of the students.

The Automation Game: technological retention activities and perceptions on changes to tutors’ roles and identity

ABSTRACTThis paper demonstrates the importance of considering lived experiences of adjunct teaching staff during the introduction of automated student messaging services in a UK Business School. With cost-orientated moves to expanding online provision through emergent technologies and the growth of alternative HE strategies, traditional group-orientated student and tutor interactions are developing into a continuum. Automated messages aim to increase retention, and standardise the student experience in terms of academic qualification communications. These messages, however, have necessarily required tutors unlearning previous pedagogical support routines, thus changing academic roles and in consequence impacting academic identity processes. The investigation adds to emerging literature by examining the impact on a group of adjunct faculty staff during change introduction. Study into these changes to academic routines has value, as much existing retention literature privileges the institutional or student experience, and much of learning/unlearning literature is in a non-educational setting.

Teaching Shakespeare through blended learning

This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

BackgroundTutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of “Cytology and Histology” (CH) (47/186; 25.3%) and “Veterinary Pharmacology” (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students’ examination scores and attendance as well as a satisfaction survey.ResultsAlthough the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001).ConclusionsOnline tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science.

The LHCb Starterkit

The vast majority of high-energy physicists use and produce software every day. Software skills are usually acquired “on the go” and dedicated training courses are rare. The LHCb Starterkit is a new training format for getting LHCb collaborators started in effectively using software to perform their research. The course focuses on teaching basic skills for research computing. Unlike traditional tutorials we focus on starting with basics, performing all the material live, with a high degree of interactivity, giving priority to understanding the tools as opposed to handing out recipes that work “as if by magic”. The LHCb Starterkit was started by two young members of the collaboration inspired by the principles of Software Carpentry, and the material is created in a collaborative fashion using the tools we teach. Three successful entry-level workshops, as well as an advance one, have taken place since the start of the initiative in 2015, and were taught largely by PhD students to other PhD students.

Application of using standardized patient tutorial in the specialized training of pancreatic surgery with WeChat platform

Objective To analyze the effect of using standardized patient (SP) tutorial in the spe-cialized training of pancreatic surgery with WeChat platform. Methods 48 surgeons participating in resi-dent standardized training in Changhai Hospital (all for postgraduate education) were enrolled as teaching object. 48 surgeons were divided into two groups: SP group (n=24) receiving WeChat combined with SP tutorial which updates learning plan, learning contents, and clinical discussion by Wechat platform and performs practical teaching by SP method, control group (n=24) receiving traditional tutorial by using tradi-tional clinical teaching methods and video teaching followed by practical teaching. The theoretical examination, questionnaires and expert assessment were used to evaluate the effect of the two teaching methods. Statistical analysis was performed using the SPSS 19.0. Continuous data were expressed as median±stan-dard deviation and compared using the Student’s t-test. Categorical data were compared using the Pearson's chi-square test. Results The score of theoretical examination of the two groups showed no significant difference [(85.5±7.6) vs. (81.4±14.9), P=0.238]. The results of questionnaires and expert assessment in WeChat & SP group were significantly better than those in the control group (P 0.05). Conclusion WeChat platform combined with standardized patient tutorial in the specialized training of pancreatic surgery is feasible and more effective than traditional tutorial to improve teaching effectiveness. Key words: Standardized patient; WeChat; Pancreatic surgery; Specialized training

Application effect of the dual tutorial teaching mode in the training of nursing students′ critical thinking

Objective To explore the influence of the dual tutorial teaching mode on the undergraduate nursing students′ critical thinking in the clinical training. Methods Two hundred and sixteen full-time undergraduate nursing students who did internships in the second Affiliated Hospital of Wenzhou Medical University from September 1st, 2013 to September 1st, 2015 were divided into the experimental group (n=111) and the control group (n=105) using the random number table. The nursing students in the control group received the traditional post tutor teaching mode, while the nursing students in the experimental group received the dual tutorial system teaching mode in the clinical teaching. After the internship, nursing students in the two groups completed the general information questionnaire and the critical thinking disposition inventory. Results The scores of critical thinking ability, open-minded ability, analytical ability, systematic ability, critical thinking self-confidence, curiosity, cognitive maturity dimension of the nursing students in the experimental group were (280.32±29.83), (40.53±5.75), (43.08±5.32), (37.69±6.08), (40.16±5.60), (43.89±6.71), (38.53±7.17) respectively, which were significantly higher than the scores gained by the nursing students in the control group (t=-7.587, -6.138, -8.555, -3.530, -6.727, -8.023, -3.097; P<0.05). In the control group, they were (210.63±25.25), (29.86±6.31), (26.61±5.71), (32.19±6.17), (28.76±5.82), (25.96±6.53), (32.99±7.41), respectively. Conclusions The dual tutorial teaching mode improves undergraduate nursing trainees′ critical thinking ability including open-minded ability, analytical ability, systematic ability, critical thinking self-confidence, curiosity, cognitive maturity, which can be applied in the clinical teaching of nursing students. Key words: Nursing trainee; Critical thinking ability; Dual tutors; Clinical teaching

Reflections on Blended Learning: A Case Study at the Open University of Hong Kong

Teaching presentation skills is by no means an easy task. To teach such skills effectively, a teacher must help the students to learn how to (1) design and organize the presentation contenteffectively; (2) strengthen their verbal and nonverbal communication skills;and (3) master the use of visual aids. Often, the traditional face-to-face classroom setting falls short when the lecturer has to teach more than 100 students how to observe small details of body language and vocal skills. In this case, a blended learning mode — a hybrid of face-to-face and online learning — may be a better option than a pure face-to-face learning mode (Fang, Chow &amp; Soo, 2012). The purpose of this paperis to demonstrate how blended learning can be implemented to teach university students' presentation skills. In the spring term of 2013, ENGL A122F: Presentation Skills, a five-credit course for full-time undergraduate students, was first delivered via a blended learning approach at the Open University of Hong Kong. Attempting to combine the best features of the online and face-to-face modes of teaching, the blended delivery course incorporated video and interactive web-based components into the course outline. In this paper, I share my experience of how presentation skills can be taught through video lectures and assessed through the online learning environment (OLE), alongside traditional teacher-led lectures and tutorials. Also, I discuss how the blended learning approach, compared with the traditional face-to-face teaching mode, can not only facilitate propositional knowing, but also help learners to achieveexperiential knowing, and presentational knowing (Heron &amp; Reason, 2006). Last but not least, the paper reflects on students'feedback, as well as the challengeswhen implementing the blended learning mode.

Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems

Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance.

Interactive intra-group tutorials: A modification to suit the challenges of physiology tutorial in rural medical schools

Background: Tutorial embodies a major teaching learning strategy in basic sciences of medical education. Essentially tutorial should be a small class of few students in which the tutor gives individual attention each student. However; increase in student strength, and concurrent decrease in the faculty requirements by regulatory bodies in recent years; have posed immense hiccups in organizing tutorial in small groups. Aims & Objective: Objective of present study was to evaluate the feasibility of modifying traditional tutorial as Interactive Intergroup tutorial (IIT) and its efficacy to improve learning outcome. Materials and Methods: Study was conducted in Department of Physiology, Jawaharlal Nehru Medical College, Wardha, with sample population as students in first year of medical curriculum (n=150). They were sequentially subjected to traditional tutorial & Interactive Intragroup tutorial for 4 weeks. Difference in impact by the two methods was studied by pre and post - test design. Results: There was a significant difference in pre and post-test P = 0.011 and P = 0.023 (P < 0.05 was considered statistically significant) by traditional tutorial and Interactive Intragroup tutorial respectively. The difference in post test scores by both methods was found to be highly significant P = 0.00. Conclusion: The modified method can serve to be logistically straightforward to implement in a large class, particularly in subjects of basic sciences with added benefits of establishing group dynamics, interactivity, improving presentation and reasoning skills which are otherwise not a part of traditional tutorials.

Barefoot Tutors? Navigating the Barriers between student, university and field in social work education

Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.

Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples

In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students’ conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned to complete their unit on solving two-step linear equations with the traditional Tutor program (control) or one of three versions which incorporated examples; results indicate that explaining worked examples during guided practice leads to improved conceptual understanding compared with guided practice alone. In Experiment 2, a more comprehensive battery of conceptual and procedural tests was used to determine which type of examples is most beneficial for improving different facets of student learning. Results suggest that incorrect examples, either alone or in combination with correct examples, may be especially beneficial for fostering conceptual understanding.

Transcending the Limits of Classrooms: Expanding Educational Horizons through Intelligent Tutoring

The notion of classroom-based University education is dramatically changing, education providers globally are adapting to the challenges and opportunities brought on by evolving technologies. A way of providing for this changing environment whilst maintaining a ‘human-like’ approach to education is the use of Intelligent Tutoring Systems (ITS). This study outlines the development and initial evaluation of an ITS designed specifically for capital investment decision-making (CID). The system tracks the student’s performance, and generates a model of the student’s knowledge, which is used to adapt the instructional session to the needs and abilities of each student providing individualised feedback. The ITS adds value to a traditional classroom-based tutoring approach by providing students with an enhanced problem-solving tool to be able to apply theoretical material in a ‘real-life’ simulated environment. The paper describes the ITS authoring environment, the creation of the tutoring system and a preliminary evaluation of academics’ perspectives of using the system.

A structured PBL tutorial involving small teams for teaching the human nervous system

Background: The Human Nervous System and Behavior course at Harvard Medical School (HMS) incorporates a hybrid model of problem-based learning. Student preparation for and participation in the tutorial seemed to be insufficient.Aims: We sought to increase student engagement in tutorial by creating a structured approach, which included assigned roles for students, weekly testing, formal cornerstone presentations, and a weekly self-assessment exercise. We wished to determine the students’ and tutors’ satisfaction with this structured approach as compared with the more traditional tutorial experienced in other courses at HMS.Methods: For the first 4 years of the course, students (n = 160) were surveyed concerning their impressions of the quality of the structured approach in comparison with the traditional tutorial. In addition, they were surveyed concerning the cornerstone presentations and the self-assessment exercise. Tutors (n = 10) who had taught in both the traditional and structured tutorial formats were surveyed about their impressions of student performance as well as their own enjoyment in the structured format.Results: Students and tutors found the structured approach superior to the previous method. Both groups noted increased student preparation, participation, and accountability. Tutors preferred teaching in the structured format.Conclusions: The structured approach increased student accountability, preparation, and participation. Students and tutors preferred this tutorial experience over the previous approach.

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

BackgroundThe Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors.AimEvaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization.MethodsThis prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation.ResultsStudents participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences.ConclusionsAn online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

The effect of student self-video of performance on clinical skill competency: a randomised controlled trial

Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities.

The Quality Assessment of Student Learning Based on Cloud Model

In traditional tutoring system, the quality assessment of student learning is identified by hard division regardless of the uncertainty of results. In the paper, Cloud M odel T heory was applied to build student model in Intelligent Tutoring System. And a quality assessment approach of student learning based on cloud m odel was proposed. S tudents’ test score s are regarded as cloud drop let s, and data is discret ized according to contribution of the cloud concept in the research . Further more , cloud transform algorithm is introduced to compute membership cloud. Finally, maximum determination algorithm is used to obtain more actual grade division of learning quality. Experimental results show that membership concept can reflect not only t he mastery level of knowledge points but also the stability and psychology in the process of student learning . The study will help improve the efficiency of Intelligent Tutoring System.

Role and tasks of teachers in PBL

PBL tutoring is quite different from the traditional tutoring and emphasizes the importance of student-centred instead of teacher-centred education.In PBL,teachers guide students to find answers to their own questions and facilitate students' learning process.Therefore,the tutor role is complex and has a fundamental change. Key words: Problem-based learning; Teacher; Role

Introduction of student-led physiology tutorial classes to a traditional curriculum

The curriculum in the University of Ruhuna Medical School is of the traditional type. Most teaching activities are faculty member-led activities. Since student-centered learning processes are considered to improve certain skills and attitudes, we introduced student-led group classes (SGCs) in physiology. Depending on the outcome of the SGCs, we planned to develop it further. We designed this study to compare student perceptions on newly introduced SGCs with traditional tutorials (TTs). Student perceptions were assessed using a mixed qualitative and quantitative method. Students recognized and appreciated some favorable features of the SGC, such as the opportunity for discussion, quality of the knowledge, active participation, improvement of presentation ability, and increased breadth of knowledge. However, the majority of students preferred the TT over the SGC despite the highlighted benefits of the SGC. Students appreciated the focused learning for examinations, written preparation, and more tutor involvement in the TT. Students requested a hybrid of the TT and SGC by incorporating mandatory written answers to the SGC with greater contributions from faculty members. Assessment methods that were not aligned with the SGC and ingrained passive didactic teaching-learning methods by students and faculty members had a negative effect on the implementation of SGCs. Cultural and economical factors also contributed adversely. In the second step of this Plan-Do-Check-Act process, we are planning to introduce new formative assessment to assess higher-order cognitive skills and a compulsory tutor training program. Some favorable components from the TT will be incorporated to the SGC.

Virtual chat in an enquiry-based team project

In an enquiry-based first year team project, students are encouraged to develop their social skills through both non-technical and technical activities which, over the course of the year, increase in complexity, and have higher demands in terms of interaction. During a short period of tutor absence, two virtual chat sessions were conducted to maintain continuity in the tutorial programme. The interactions were analysed by examining a chat log, which showed a work ethic similar to that usually encountered in a traditional tutorial. Potential uses of chat software are then considered for other areas of this course unit.