Tutorial Interaction Research Articles

Defining the teaching profiles of academic staff across a European universities alliance: Lessons learned after the pandemic and the way into the future

This study examines the teaching profiles of academic staff across a European universities alliance, explores the lessons learned after the pandemic, and outlines the path forward. Improvements in higher education systems and practices that embrace digital transition and equip academics with the necessary skills to facilitate quality learning are necessary in today’s rapidly changing societies. As the COVID-19 pandemic swept across the world, educational institutions were forced to adapt their teaching practices in a state of urgency. The European University of Technology (EUt+) was not immune to the pandemic’s impact. This study focused on how the eight universities of EUt+ responded to the pandemic, adapting their teaching and assessment practices. The study aimed at drawing the teaching profiles of the staff, exploring the different teaching modes before, during, and after the pandemic, and ways in which academics can exchange knowledge and value experiences related to the teaching process. The study followed the conventions of exploratory research, employing a mixed-methods approach; the data were obtained through an electronic questionnaire sent to all the members of the staff across all eight universities of EUt+ and semi-structured focus-group sessions. Findings showed that before COVID-19 the majority of the members of academic staff delivered their classes through lectures, seminars, and tutorial interaction, while traditional types of assessment such as closed book exams, project work, group work, or practical work were frequently used. Furthermore, more conventional technology tools were integrated into their teaching practice rather than new and emerging technologies. Nevertheless, the pandemic brought about several changes both in the teaching and assessment methods, shifting attention to tasks that required more use of critical-thinking skills and the challenge of limiting plagiarism.

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.

Peer and tutor interaction effects on collaborative learning: The role of learning self-efficacy

This study delves into the intricate relationships among individual work performance, learning self-efficacy, and collaborative learning within the context of online distance learning in higher education institutions. Quantitative research methodology, focusing on students enrolled in online distance-learning programs at higher education institutions in Thailand. Data was primarily collected through a survey questionnaire, using established measurement instruments to assess key constructs includes 16 variables from 223 samples. The Structural Equation Modeling (SEM) was employed to examine complex relationships between variables then analysed by the Smart-PLS 4 software. Findings reveal significant positive associations, supported by robust statistical evidence and effect size analyses. The study contributes to theoretical frameworks by emphasizing the sequential impact of individual work factors on collaborative learning, mediated by learning self-efficacy. Practical implications are evident for educators, administrators, and instructional designers, highlighting the importance of fostering a sense of community, leveraging technology, and building students' self-efficacy beliefs. For future research, including longitudinal studies and investigations into contextual influences. Overall, this study enhances our understanding of the dynamics in online education, offering valuable insights with implications for both theory and practice in the evolving landscape of virtual higher education.

Effects of Online and Offline Tutor Interactions on Student Revision : Focusing on Korean Learners of English

Effects of Online and Offline Tutor Interactions on Student Revision : Focusing on Korean Learners of English

Critical factors affecting student satisfaction in a distance learning environment

Abstract Student satisfaction plays a crucial role in assessing the effectiveness of distance education programmes. This is very important for the instructional design in higher education institutes and for educational decision-making and policy. The main purpose of the present study was to examine some key processes that affect learning in a distance education environment and how these influence student satisfaction. The study was conducted in the Hellenic Open University (HOU) through quantitative research involving students from three postgraduate programmes. The main variables examined were internet self-efficacy, student–student and student–tutor interaction, self-regulated learning skills of students and the satisfaction that they receive from participating in distance-learning courses. The results indicated that relatively high levels of these variables were observed, with the exemption of student–student interaction. The correlation coefficients amongst variables were all positive and statistically significant, but were small to moderate. Regarding the effect of demographic parameters, learner–tutor interaction is influenced by the number of modules completed by students, and satisfaction varies significantly between unemployed students and those who are full-time employees. Finally, a logistic regression model was developed with satisfaction as the dependent variable. Self-regulated learning and student–tutor interaction were identified as the main predictors of student satisfaction.

Learner-centered EAP practices: Managing agenda in tutorial interaction

Many higher education institutions support the linguistic needs of ESL students by providing various kinds of tutorial services. Although tutorial interaction has received much research attention, few studies have investigated how tutors and students make decisions about what language skills and activities to focus on during tutorials. In this article, we use conversation analysis (CA) to explore how participants jointly set the tutorial agenda in video recordings from ESL tutorials in dyadic tutor-tutee interactions between an L1 English tutor and L2 tutees at a community college in the United States. We examine participants' interactional practices of initiating agenda management, identifying the tutee's language learning needs, proposing learning activities, and managing disagreement about proposed activities. Our analysis shows how the participants orient to the tutee as the person who is expected to take the lead in agenda setting. From the perspective of a learner-centered EAP pedagogy, agenda management constitutes an important practice because it enables the individualization of the tutorial, which is essential in an instructional environment characterized by a diversity of students' language skills and learning needs. Recognizing the situated, collaborative, and negotiated nature of tutorial interaction can help educational institutions and EAP practitioners further promote learner-centeredness in their practice.

PENINGKATKAN MINAT BELAJAR MATEMATIKA MATERI TRANSFORMASI MELALUI PEMBELAJARAN MINIMALIS PADA SISWA KELAS IX SEMESTER 1 SMP N 2 GIRIMARTO

This Best Practice aims to increase interest in learning mathematics about Transformation Material through the application of MINIMALIST learning steps for class IX Semester 1 students at SMP N 2 Girimarto Wonogiri. Transformation material consists of many achievement indicators, namely Dilation, Reflection, Translation and Rotation of points, lines and planes. To make it easier for students to understand a lot of material and increase students' interest in learning this Transformation, the teacher uses the MINIMALIST learning method, which means MIN: Reading, Information (Literacy and Education), IMAL: Inquiry, Props Modeling, and IS: Peer tutor interaction and Pass it on. The results of the student interest in learning questionnaire before using MINIMALIST learning showed that there were 13 students (43.33%) with good criteria. The results of the student interest in learning questionnaire after using MINIMALIST learning were 17 students (56.67%) with good criteria. This illustrates that there has been an increase in interest in learning through MINIMALIST learning. From the increased interest in learning, the daily mathematics test score for Transformation material obtained after using MINIMALIST learning has an average score of 84.67%, namely there are 27 students or 90% who have completed the KKM and there are 3 students or 10% who have not completed the KKM. After providing remedial reinforcement, the average score was 85.67% and 30 students had completed the KKM or 100%. This means that MINIMALIST learning can be concluded to increase students' interest and learning outcomes in Mathematics on Transformation material.

Supporting peer tutoring with graphical organisers and knowledge maps

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation

Exploring the use of tutorial recordings for beginner distance learners of Chinese

Abstract Previous research into listening to recorded tutorial interaction highlights the potential of tutorial recordings as a scalable resource in online contexts. Dialogue between tutor and learner or between peers may mediate the understanding not just of direct participants, but also of listeners, and listening to interactive recordings may facilitate deep learning. In language learning, both direct and indirect interactions have been shown to contribute to language development. This is relevant for online learning design, especially so in contexts where no tutorials are provided, and students are confronted with a challenging language such as Chinese. This paper reports on a small-scale project which explored potential learning benefits of working with recordings of online tutorials in a non-accredited, self-directed course for beginner learners of Chinese through surveys and stimulated recall interviews. Our analysis of the data shows that viewers focused on different visual and auditory elements of the recordings; they participated vicariously in interactions between a teacher and students, and they reported benefits for language learning and motivation. Findings suggest that these perceived benefits and preferences are linked to linguistic competence in comparison with direct attenders. The study aims to feed into a larger research project including more languages and accredited courses at the next stage.

Medical Education in the Context of the Eastern Mediterranean Region: Professional Development Activity of Health Professionals.

The development and maintenance of a high-quality medical education workforce depend on continuing medical education (CME). Traditionally, CME is delivered face-to-face, but due to COVID-19 and geographical distances, it is challenging to conduct professional development activities for several days. Using a webinar on advancement in medical education in the context of the eastern Mediterranean, we aimed to assess the participants' perspectives towards the professional development activity using a synchronous learning approach. We used a cross-sectional survey-based study design. We invited faculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) and United Arab Emirates University for Health Sciences (UAEU). We assessed their perspectives on the relevance of the content and effectiveness of the activity on their knowledge and skills after the two days' webinar series. A self-designed questionnaire was administered post-webinar immediately. Open-ended responses were analyzed thematically. One hundred thirty-six registered healthcare professionals attended day 1, and 97 registered participants joined on the second day of the webinar. Most participants appreciated the diversity of the contents, the quality of the presentations, and the expertise of the facilitators. They reported that the content optimized their knowledge and understanding of new concepts such as assessment in simulation teaching, programmatic assessment, insight into the implementation of IPE and EPAs in CBME, and so on. The e-learning platform's user accessibility, online tutor interaction, and the addition of more scenario-based case studies were all recommended for improvement. Overall the two days webinar series presentations were informative and highlighted the transformation in medical practices. Suggestions to improve the quality of the webinars and content were discussed.

Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect

Peer tutoring in STEM has risen in popularity in the past several years and has been proposed as one method of reducing gender disparities in STEM outcomes. Yet, the ways in which students and peer tutors engage with each other remain largely unexplored. In this study, we employed a multi-method approach to investigate whether students’ and tutors’ engagement behaviors and affective experiences during peer tutoring interactions in STEM fields differed by gender. Sixty unacquainted undergraduate college students formed student-tutor pairs and participated in videotaped thirty-minute tutoring sessions in the lab, all of which covered STEM topics (Biology, Chemistry, Computer Science, Economics, Mathematics, and Physics). We found no consistent gender differences across three measures of behavioral engagement: men and women talked for a similar amount of time, they did not differ in four of five types of questions asked (i.e., “clarification” and “knowledge” questions for tutors, and “feedback” and “more information” questions for students), and they were perceived as equally engaged by outside coders. One behavioral difference emerged: men students asked more “repeat” questions than women students. In contrast, consistent gender differences across four measures of affective experiences were found: women reported more anxiety and less confidence relative to men, they were perceived as less confident by outside coders relative to men, and women tutors evaluated their own performance less positively than men tutors. These findings suggest that despite being similarly engaged as men in peer tutoring interactions, women face psychological barriers in this context that may inhibit them from pursuing advanced degrees or careers in STEM.

The Potential of Interactive Teaching Materials of Natural Science Practicum Courses in Elementary School by Distance Learning

Distance learning is not new to education, but it requires more dedication and initiative than the implementation of conventional education. Distance learning in lectures is the implementation of learning when students and lecturers cannot attend face to face at the same time in the campus lecture hall. One of the efforts to implement distance learning is to use interactive literacy activities. This study aims to examine that this era has implications for Indonesia as a country that wants to become a developed country, especially in education. This type of research is descriptive research in the literature. The results of the description discuss (1) Efforts to adapt natural science practicum learning according to the times; (2) Provision of teaching materials to support the tutorial interaction process in natural science practicum activities; and (3) Students' readiness in implementing natural science practicum in distance learning. This study highlights several theoretical and empirical contributions. It provides recommendations that the implementation of remote practicum through digital media and the use of materials available in the surrounding environment need interactive instruction support to support student practicum competencies

Praising Papers, Clarifying Concerns: How Writers Respond to Praise in Writing Center Tutorials

In face-to-face writing center tutorials, tutor praise is an action that builds rapport and motivates writers (Mackiewicz & Thompson, 2013). Drawing on and extending prior interactional analyses of praise, this article examines writers’ responses to text-based praise across 10 tutorials, with a particular focus on interactional segments in which writers reformulate their previously mentioned concerns in response to tutor praise. Unlike more common responses that signal acceptance of the praise, such as appreciation, overt acceptance, and alignment, this responding action reflects some momentary misunderstanding between tutor and writer in the tutorial interaction. Despite this, these segments also show writers taking a more active role in critically evaluating their own papers and identifying areas for revision. In addition to surveying writers’ varied responses to praise and exploring future research directions, this article also raises pedagogical implications for writing center tutoring and the one-to-one teaching of writing, specifically about how certain ways of designing and delivering praise can contribute to ambiguity and can run the risk of foreclosing or precluding opportunities for writers to articulate the kind of assistance they need with their drafts.

Evaluation of a student-centered online one-to-one tutoring system

ABSTRACT This paper introduces a system that supports student-centered online one-to-one tutoring and evaluates the practical value of the system by running an experiment with 64 experienced mathematics teachers and 810 students in Grade 7. The experiment lasted for 50 days. A comprehensive evaluation was performed using students’ academic performance before and after usage of the system and the system log files. By classifying the students into active and inactive usage groups, it was determined that active students significantly outperformed inactive students on posttests, but with a small effect size. The results also suggested that high prior knowledge students tended to benefit more from using the system than low prior knowledge students. An explanation for this result was that students with a high level of prior knowledge were more likely to have good-quality interactions with their teachers. Therefore, although some advantages of this type of student-centered online one-to-one tutoring are observed, in this system, both the students and the teachers need to be further facilitated to produce more effective tutoring interactions.

Implementing Peer Tutoring for the Development of Empathy in Nursing Education.

Objective.This research sets out the effects of a training method based on peer tutoring, aimed at developing empathy among nursing students at the University of Barcelona (Spain).Methods.After initial training, students are matched in pairs with similar level of empathy, exchanging the role of tutor and tutee in every session, during 12 sessions. Before the session, the tutor prepares the activities to work with his or her tutee, following this structure: exploration of prior knowledge, explanation, practical activities, feedback, and reflection. Jefferson Scale of Empathy was administered as pre-test and post-test to 76 nursing students, 40 in the intervention group, and 36 in the comparison group. Following a mixed-methods sequential explanatory design, a quantitative study (a quasi-experimental design with a comparison group) was combined with a qualitative study (interaction analysis of the 12 videotaped sessions).Results.The results revealed statistically significant improvements in empathy in the intervention group. Subsequent analysis of the peer tutoring interaction highlighted the specific actions that had resulted in these improvements and generated a context in which the tutee was able to understand complex concepts, while enabling both students to participate, reflect and discuss.Conclusion.Peer tutoring is an effective method for the development of empathy in nursing students.

Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland.

It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID‐19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face‐to‐face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student–student (66.7%) and student–tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic‐induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

Lost in translation: parents as medium translators in intergenerational language transmission

ABSTRACT This study reports on the role of parents in intergenerational language transmission in a Chinese city. Thirteen families’ everyday communication practices have been collected, including dinner table talks, homework tutoring, and children's playtime interactions. Through comparative conversation analysis, the study reveals a phenomenon of ‘medium translation,’ a de facto language practice ‘brokering’ the communication between grandparents and children in three-generation households who use Fangyans (also known as Chinese dialects) and Putonghua (literally translated ‘common speech for all Chinese people’) in their daily communication. The findings indicate that parents’ role as ‘medium translators’ in intergenerational transmission is one critical factor contributing to the loss of Fangyan when it is passed down from grandparents to children, despite the facts that grandparents play an important role in childrearing and children are exposed to Fangyan from birth. Language shift was, ‘translated into being’ as parents mediated children's language shift from Fangyan to Putonghua. The study has important implications for the maintenance of linguistic varieties such as Fangyan in China and other similar contexts.

Student Involvement in Global Veterinary Education and Curricula: 7 Years of Progress (2013-2019).

As central members of the veterinary education community, students are well placed to highlight current problems in veterinary education. Motivated by the lack of current formal student involvement, the largest global veterinary student association, the International Veterinary Students' Association (IVSA), realized the necessity for students to express their opinions within the veterinary education field. Thus, two standing committees related to veterinary education were created: the Standing Committee on One Health in 2013 and the Standing Committee on Veterinary Education in 2014. For 7 years, veterinary students have been acting in a four-dimensional plane to involve students in (a) electronic educational resources and e-learning, (b) interdisciplinary collaboration and One Health, (c) curriculum involvement, and (d) vocational guidance. Through multiple projects, such as student and tutor interaction, idea exchanges, development of e-resources, and curriculum development campaigns, IVSA has managed to increase awareness to students and schools of the important role students play within veterinary education. This article highlights students' ability to work together to help other students learn and succeed within their veterinary studies, as well as the necessity for student engagement in curricular renewal and development. Consequently, IVSA's projects and achievements are described, highlighting a from students-to students approach to promote active student involvement in veterinary education and curricula globally.

Tutoring in a literacy center: an exploration of a struggling learner’s missed opportunities for substantial contributions

ABSTRACTResearchers have demonstrated that tutoring is an effective instructional model that relies upon the relationships among the tutor, the tutee, and the curriculum and not merely instructional skills or strategies. In our microethnographic case study, we investigated interactional patterns of two tutors who were pre-service literacy teachers working individually with Andy, a first-grade student, in a university reading center. Through deductive coding of 225 minutes of tutoring video, the researchers found that ingrained tutoring scripts and metaphors for learning adversely impacted the instructional relationships between the tutors and Andy. Scripts and metaphors limited the enacted behaviors of the tutee and the tutors since a pursuit of right answers dominated their work together. This, in turn, resulted in many missed opportunities for Andy to make substantial contributions to the tutoring interactions.