Tutorial Activities Research Articles

Análisis De La Percepción De La Tutoría En Los Alumnos De Primer Año De La Licenciatura En Gastronomía Del Instituto Tecnológico Superior De Escárcega

The implementation of mentoring programs in higher level institutions has brought with it a series of implications that are susceptible to be evaluated, but above all, the way in which it is applied, and is generating the expected results for each student in the course The first semester and at the same time participates in the tutoring program corresponding to the Bachelor's Degree in Gastronomy of the Instituto Tecnológico Superior de Escárcega. For this reason, the main objective of this basic research, of descriptive type, was to analyze the conceptualization of the tutoring processes that receive the students that were object of study. To achieve the objective, a questionnaire applied to the 64 tutors was used and validated using the Cronbach alpha coefficient, showing a value of 6,779, indicating that this instrument has an acceptable degree of reliability, validating its use for the collection of plotted data In the Excel 2010 program. The results indicated that 80% of the students surveyed disagree with the tutorial action processes they receive from their tutors, while only 20% reported the existence of certain tutorial activities. Therefore it should be considered in detail the assignment and personal relationship between the student and the assigned tutor, seeking the correct planning and development of the activities according to the Degree in the work plan based on the institutional program of tutoring of the Institutes Decentralized Technology.

De estudiante a escritor: el rol tutorial en el proceso de formación de una identidad académica

It’s impossible to condense in a few pages academic paper, a deep, finished and holistic reflection about tutorial activity as an educational practice, intrinsic, inseparable and central activity of teaching & learning processes. The difficulty arises from two factors: first of all, by the abundance of inherent contents and chores of tutorial activity; in second place, because some of their academic practices —like thesis tutorial postgrad training— are very recent, mainly in the internal ambit of the country. That is why this paper intention is to give a specific point of view, situate the problem into the analysis of few concepts, arised inside the bosom of Thesis Tutorial diploma course ecosystem’s from CLAEH, multi-disciplinary integrated in relation to the group members. The contributions, slanted by the varied disciplinary training, provided transversal supplies, by the analysis of tutorial labor reach from the most diverse aspects: sociological, psychological, anthropological, linguistic, hermeneutics and even legal, as well as the personal experiences narrations, that also mean a deep learning. Harmonizing it with the bibliography used, the writer identity formation process could be observed as one of the main objectives of mentoring. To get it, the tutor must develop certain skills. Based on this perception, the article is expected to be a synthesis of the most impressive ideas.

Cooperation between SSTC NRS and the EU in the Area of Nuclear Safety

The paper first briefly outlines the main characteristics of the EU assistance programs aimed to enhance nuclear safety in the Beneficiary countries. Then EU assistance provided to the Ukrainian regulator (SNRIU) is detailed, with specific emphasis on projects enhancing the capabilities of SSTC NRS as technical support organisation (TSO) to SNRIU, including training and tutoring (T&T) activities. The changing role of SSTC NRS in the cooperation activities is described as well. The broad range of cooperation is then illustrated by some selected projects focusing on various technical areas (e.g. severe accident management and mitigation, radioactive waste and spent fuel management, NPP service time extension, plant performance monitoring and operating experience feedback).
 Finally, the paper briefly discusses the future perspectives of the nuclear safety cooperation between the EU and Ukraine.

Integrating reflective activities in eportfolios to support the development of abilities in self-managed experiential learning

This article presents the case for self-managing and self-regulating learners to link their various forms of reflection explicitly, and to do so within an ePortfolio, in order to support the development of higher-level abilities such as problem-solving, critiquing, decision-making, empathising and resolving conflicts. It explores the reflective options for self-managed experiential learning, and concentrates upon what three forms of reflection (reflection-for, -on- and in-action) entail, and could contribute to learning and development. It also addresses how linking previous reflections (composted reflections) can contribute to the development of higher-level abilities. An ePortfolio is taken as a natural and effective location for this integration. Guidance is offered, requiring modest tutorial activity to generate and maintain learner involvement in the development of linked reflections in a learner’s assorted records and reflections housed in an ePortfolio. Suggestions for gathering learner constructive feedback on such initiatives are included.

Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students’ Problem-Solving Ability

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students’ problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students’ mastery concept and problem-solving ability. Both students’ mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.

A Comparative Study of State Social Policies on Education and Its Shadow in South Korea and Iran

Education and private tutoring activities particularly are under influence of state social policies. The paper uses term “social policy” to show macro social and political attitudes of each state toward education. This paper compares social policies concerning education and its shadow in six states of South Korea with their four counterparts in Iran from 1980 to 2010. An overview of each state’s policy in both countries provides two main similarities. First, during the last three decades, policies did not control the rapid expansion of the shadow education system. Second, the state policies indicated a contradictory situation which simultaneously limited and accelerated the expansion of private tutoring activities. Despite these similarities, state policies necessarily did not lead to the same results. While, change and transformation in the political structure in South Korea (i.e., from a totalitarian toward a neoliberal system) presumably has redefined the role of the shadow education system as a tool in the service of social and economic development of the country; In Iran, however, the political system, through a cyclical policy process (i.e., closed to semi-open to closed), seems to have accelerated a “brain drain” phenomenon as the outcome of private tutoring activities.

A Multi-Agent Architecture for Monitoring Tutoring Activities in VLEs

In regard to distance learning, Brazil currently lives a very special moment, as many courses are being created within that type of education. Virtual Learning Environments (VLEs) have contributed to both the growth and the popularization of distance learning. The level of management of learning processes provided by VLEs, with great interaction and tracking quality, may be singled out as a key indicator of the success of this process. However, these activities aren't always performed adequately. Facing this scenario, this paper has the goal of proposing a multi-agent architecture for monitoring tutoring activities in VLEs, based on information extracted by Learning Analytics (LA) processes, in order to promote the effective participation of students. The multi-agent architecture will be validated in a case study to be carried out in the Secretary of Distance Education at the Federal University of Rio Grande do Norte.

Evaluasi Proses Pemberian Feedback di Tutorial Problem-Based Learning di Fakultas Kedokteran

Background: Feedback constitutes one of the important components in student Since feedback is not solely limited to student assignments, it can also be given during student learning, including tutorials. Therefore, the institution should pay particular attention to the process of feedback provision one of which is through evaluations on the process of providing feedback in tutorials. This study aimed to evaluate the process of providing feedback on the Problem-Based Learning tutorials in the Faculty of Medicine, Universitas Islam Sumatera Utara.Method: This study used mixed methods with a quantitative method performed first, followed by a qualitative method with a phenomenology approach. The subjects were the undergraduate medical students of the class of 2012 and tutors of the Problem-Based Learning tutorials. The quantitative data analysis was done by the descriptive analysis while the qualitative data analysis was done through verbatim analysis, coding, categorization and conclusion.Results: The students had received feedback but not routinely. Both the students and the tutors had perceived that feedback was important and gave them many benefits. In practice, feedback was given on the basis of tutors’ direct observation results. Action ;plan was often given but rarely involved discussion. Self-assessment/reflection was also not a matter of routine and the tutors did not know that it was part of the feedback. The contents of feedback were more often in the form of general comments. Feedback was often communicated in one direction. The students’ response to feedback varied. In giving and receiving feedback, the students, the tutors, the tutorial activities and the content of the feedback itself could influence one another. The students had preferences so feedback can be more easily accepted and they focused on the structural aspects of feedback (the frequency of giving feedback, the detail and spesific feedback, two way communication in giving feedback and the feedback target). Tutors expected more trainings in giving feedback provided by institution to tutors and students.Conclusion: Despite its valuable benefits, tutorial feedback in the Faculty of Medicine, Universitas Islam Sumatera Utara,is still not in accordance with the principle of providing feedback and many factors have affected this condition.

Microphysics of E-Learning Tutor: GT Brain™

Defining a tutoring model is one of the most significant factors in order to get an effective e-learning course. Tutor’s activities are fundamental and, in case of courses with a large number of students, they must follow at least two different directions – which implies the coordination of two different professional figures: (1) the contents tutors; (2) the process tutors. In reference with the process tutor activities, the authors elaborated an experimental model in order to get an expert system, GUARDIAN TUTOR™ 1.0. The model is based on an artificial neural algorithm - GT Brain™ - able to learn from experience and define some management strategies to monitor the activities and intervene in the process. In the present paper we’ll examine the experimentation first results, while emphasizing next points:  identification of the quality indicators structure: such indicators are the criteria to train the neuronal network;  definition of the variables set, to determine the project evolution;  description of the specific neuronal structure and the learning algorithm;  definition of the network training activities;  analysis and interpretation of the network training activities results;  generalization of data and definition of tutoring activities management rules in the GT Proactive™ module.

A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.

SOCIAL AND PEDAGOGICAL DEVELOPMENT FACTORS OF TEACHER’S TUTORIAL ACTIVITY IN HIGHER EDUCATIONAL INSTITUTIONS

The article touches upon the basic forms of tutorial activity in Higher Educational Institutions. The main forms of tutoring such as group and individual work has been described there. Special attention was paid for training as an element of group work, its aims and efficiency. Described psychological trainings are aimed to develop students’ professional confidence and self-awareness as well.

THE IMPACT OF THE PROBLEM BASED TUTORIAL MODEL IMPLEMENTATION ON STUDENTS’ ABILITY IN DESIGNING CLASSROOM ACTION RESEARCH AND WRITING A SCIENTIFIC REPORT

This paper is written based on the research done to the 6 th semester students of PGSD (Elementary School Teacher Training Program), Faculty of Teacher Training and Education (FKIP), Universitas Terbuka. The study aimed to describe the impact of the implementation of Problem Based Tutorial Model (PBTM) in Classroom Action Research (CAR) tutorial activities on the students’ ability in designing CAR and writing a scientific report. The model is designed to help the students to implement the concept of CAR in their own teaching, and to make the report of the study in a well-written scientific writing. The model consists of Tutorial Activity Unit, Tutorial Design Activity, Student Worksheets and Evaluation Design. The results of study showed that after the implementation of the model the students were able to design a class room action research well. Each part of the report was written appropriately. Part I consists of introduction, part II (review of the related literature), and part III (results and discussion). The first study was done with students of PGSD at Magelang learning cluster. The average scores of the reports was 87, whereas those done in Temanggung was 87,43. This result showed the increase of the students’ ability in writing a scientific report. Furthermore, the impact of the implementation of the model in Pokjar Temanggung showed higher scores than that of the previous implementation (in Pokjar Magelang) with the level of confidence 99%.

Teacher knowledge for using technology to foster early literacy: A literature review

A literature review was conducted to describe the knowledge and skills teachers need for using technology to foster early literacy development in kindergarten classrooms. The study was guided by three research questions, concerning 1) effects of specific technologies, 2) effective design characteristics and 3) effective use of such applications. The sample consisted of 46 articles that reported on the affordances of technology in relation to kindergartners' early literacy development. The review included studies on electronic books, computer-based training programs, technology-rich literacy curricula, assistive technology, and other educational media and sources for technology-rich literacy education. The following software applications were found effective in fostering kindergartners' early literacy development: Electronic storybooks, computer-based phonics and vocabulary training programs, software applications that enable children to ‘read and write’, software applications that are designed for tutorial activities, and educational television programs with a narrative format. Few of the studies reviewed provided specific information about effective design characteristics of such applications or concrete guidelines for using technology in developmentally appropriate fashion in kindergarten. Theoretical and practical implications are discussed.

FORMATION OF TUTOR’S ATTITUDE OF A TEACHER IN THE PROCESS OF CARRYING OUT ELECTIVE COURSES: EXPERIENCE OF GYMNASIUM №5 (CHEBOKSARY, RUSSIA)

The article considers the experience of Gymnasium №5 (Cheboksary, Russia) in formation of tutor’s attitude by teachers in the process of organization and carrying out of elective courses for students grades 5-7. Elective courses are one of the tools for creating open educational environment of school, the redundancy of educational opportunities that promote selfdetermination and the construction of student’s individual educational trajectory. The article is based on the results of monitoring of the quality of conditions for individualization of education and tutor’s support of student’s educational needs, conducted in May-June 2015, considering them in the context of current Russian science notions of place and role of the tutor in an open educational space of school. The research results reveal the facts and the positive trends in the professional position of teachers, tested new forms of construction of subject-subject relations with students, new technologies and formats of construction of educational process. The vast majority of course leaders acted correctly, made adequate decisions, used effectively methods and techniques, but acted intuitively often, without ensuring strict observance of technology. As a result, in practice, boundaries between the stages of tutor activities were often vague or incomplete, because the actions of the teacher were not always up to the end aware. The downside is that the teacher started to operate in the right direction, carried out the first stage and then stopped to make regular navigation. Following the monitoring was decided to use the practice of elective courses as a potential site for a qualitative development of technologies of individualization and tutor support as well as for the development of innovative techniques and methods, followed by their use not only in the work of the participants of elective courses, but also in teaching other disciplines.

Private Supplementary Tutoring in the Czech Republic

The study contributes to the literature on private supplementary tutoring by shedding light on this phenomenon in the Czech Republic. The aim of the paper is to identify the reasons for seeking out private supplementary tutoring and to assess the factors underlying its demand. In the representative sample of 1,265 senior upper-secondary school students from two distinct regions of the Czech Republic, 37% acknowledged participation in private tutoring lessons (provided by individuals) and 10% reported enrollment in preparatory courses for university admission (organized by institutions) during their upper-secondary studies. It seems that both enrollment in different educational tracks and specific school subjects are associated with different reasons for taking private tutoring lessons. The results of binary logistic regression suggest that the mother’s educational attainment, family income, students’ academic performance, residence in the capital city, and female gender are significant predictors of students’ enrollment and participation in the explored private tutoring activities. These findings confirm the strong influence of family background on educational attainment identified in previous Czech social-stratification research. In a wider European context, the patterns of private supplementary tutoring resemble those in neighboring countries.

Integrated Web Service Component Interface for Efficient E-Learning Services

Online tutoring is all about using web services or the Internet for tutorials or tutoring activities. Students interact with their tutors with the application of Internet. To make an online tutoring scheme more effective, a framework for Learning Software Component Model (LSCM) is designed. The objective of LSCM is to construct a component model based on the communication services using the network. The framework of LSCM transforms the functions as components to provide better students’ service requests with the help of repositories for the E-learning system. In addition to that, the aspects of Learning Object (LO) in LSCM combine the related sub hierarchical components. Based on the combination of components, training schedulers are recognized efficiently in LSCM. The proposed online tutoring system, OTFWS, for E-learning system using web service technology is experimented to evaluate the performance improvement compared to the previous Semantic Oriented Web Services(SOWS) in terms of communication efficiency, speed of message transfer, delivery report, maintenance of tutoring sessions, reliability, application throughput, interaction of more number of people, and scalability. Proposed OTFWS achieves 25%-28% lesser in the delivery report rate time, 15%-19% high in communication efficiency, 23%-28% high in people interaction rate, 17% high in application throughput.

The Master’s Hand

The article tells about the master of Irkutsk architecture, S. M. Grigoriev’s collaborative work with young architects in the late 1970s – early 1980s, his tutorial activity and his creative credo.

Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course

There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.

History of Origin of Tutoring in Global Educational Practice

This article represents historical analysis of origin and development of tutoring in global educational practice. Tutoring technology appeared in XI century and from then had a long road from medieval European universities of Oxford and Cambridge to global educational practice, in particular in Russia. The author of the article has done an analysis of tutor activity during the whole period of its existence: from parenting functions in XVI century to educational functions at present. The article reviews basic principles of tutor work, historical and educational meaning of tutoring as a technique of help and support of learners. The author pays special attention to retrospective review of tutoring in Russian educational system, as the author considers this technique to be the key for realisation of projects and solution of problems of modern Russian education, as well as for modernisation through a professional support in individual education. DOI: 10.5901/mjss.2015.v6n6p492

Identifying student difficulties with entropy, heat engines, and the Carnot cycle

We report on several specific student difficulties regarding the Second Law of Thermodynamics in the context of heat engines within upper-division undergraduates thermal physics courses. Data come from ungraded written surveys, graded homework assignments, and videotaped classroom observations of tutorial activities. Written data show that students in these courses do not clearly articulate the connection between the Carnot cycle and the Second Law after lecture instruction. This result is consistent both within and across student populations. Observation data provide evidence for myriad difficulties related to entropy and heat engines, including students' struggles in reasoning about situations that are physically impossible and failures to differentiate between differential and net changes of state properties of a system. Results herein may be seen as the application of previously documented difficulties in the context of heat engines, but others are novel and emphasize the subtle and complex nature of cyclic processes and heat engines, which are central to the teaching and learning of thermodynamics and its applications. Moreover, the sophistication of these difficulties is indicative of the more advanced thinking required of students at the upper division, whose developing knowledge and understanding give rise to questions and struggles that are inaccessible to novices.