Tutorial Activities Research Articles

Coming around: Tutors, orientation, and prolepsis

Novice tutors often conceptualize learning how to tutor as a kind of metaphorical journey, one with a compelling, but not fully recognized, destination. Cognitively speaking, they are learning how to tutor while at the same time learning what the activity of tutoring means. This paper seeks to position tutor education within the conceptually rich field of teacher education, especially as it is informed by insights from sociocultural theory (SCT). Using tutors’ reflective narratives, the author illuminates how orientation to task, a fundamental concept in SCT, changes over time through frequent and intensive reflective writing, when carried out in combination with practical tutoring activities. Specifically, the data suggests that proleptic engagement (identifying elements of the future expert self in ongoing novice activity) and affective engagement are important signals of development. The journey is particularly challenging because – to interrogate the metaphor – the novice is trying to build the track while riding the train to the terminus.

ANALISIS KEGIATAN BIMBINGAN BELAJAR PADA ANAK USIA DINI DALAM KREATIVITAS PEMBELAJARAN FINGER PAINTING (Melukis Terhadap Peningkatan Motorik Halus)

This research analyzes the learning of color game and painting concept by using Finger Painting, this study also analyzes early childhood creativity in playing their imagination. The design of this research is qualitative research and using the descriptive method, which is to study and describe the fine art learning by seeing a child’s creativity through their soft motoric skill in learning Finger Painting. The technique of collecting data is done by observation, documentation, and interview. The subject of this research focused on early childhood which follows ‘Rumah Pintar’ tutoring activity in Bandung district. The result of the research showed that: 1) Children that joint on tutoring activity have enthusiast in learning. 2). When painting, they prefer using their imagination (they don’t paint what they look, 3). Children’s creativity increases in mixing many kinds of tint. 4). The success of painting creativity achieved, 5). There is an effect of learning finger painting activity to the enhancement of children’s soft motoric

Open Educational Resources Based Online Tutorial Model for Developing Critical Thinking of Higher Distance Education Students

This paper aims to develop a prototype of learning for the achievement of critical thinking skills of Higher Distance Education students through the utilization of open educational resources (OER). It is based on a research and development project conducted from September 2013 until April 2014 at Universitas Terbuka (UT), the Indonesia Open University. The research consisted of three stages. The first stage developed the Tutorial Activity Plan (TAP) and the Tutorial Activity Unit (TAU). The second stage developed a prototype online tutorial model along with the initiation materials and tasks. The third stage was a trial implementation of online tutorials using OER. The Online tutorials were a course called Natural Resource Conservation and Environment (NRCE). Data on student learning outcomes on the completion of tasks and discussion activities were collected. Student learning outcomes were based on indicators of Enis's critical thinking skills. Student perceptions toward online tutorial activities were based on the students' assessment of the online tutorial implementation. Data were collected using a questionnaire, tests, document analysis forms, and interviews. The results indicated that critical thinking can be develop through the utilization online tutorial activities. The students utilized OER as reference source when they were engaging in online tutorial tasks and online discussions. Critical thinking skills of the students could be evaluated based on student learning outcomes, e.g. student discussions and answering questions while undertaking online tutorial tasks.

Methods of tutoring activities in the training of computer science

The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.

METODE PENCEGAHAN PLAGIARISME PADA KELAS TUTORIAL

Plagiarism is an act of taking or stealing ideas of others, whether intentionally or not. This plagiarism can happen anywhere, by anyone, and in various forms of writing. This plagiarism is referred to as academic crime, so it must be avoided by all parties. This article will examine ways to prevent plagiarism. The scope of this study is in the Indonesian online tutorial at Universitas Terbuka. This article is written based on observations and practices in tutorial activities. In the context of this discussion, plagiarism means writing the same answers from several students during the learning activities. The similarity of answers may be obtained from similar sources. The similariries occur because there is no attempt to write with the correct citation, or paraphrase it. Therefore, it demands creativity and innovation from the tutor in conducting the learning or tutorial, both during discussion time and tutorial task. Creativity is applied in selecting and designing the problem form in discussion activities. This creativity is also related to the skills of the tutor in higher order thinking skills to the students. The concept of innovation is applied in the dynamics of the problem in the tutorial task. Dynamic tutorial will be an indicator of professional educator in performing his duties as tutor. Through the creativity and innovation of tutors, students are indirectly required to answer honestly, thoroughly, and comprehensively. Besides, students are also required to always open the material and questions, because the tutor creates the tutorial class to be dynamic, not static. In this way, the tutorial activities will be a medium and place oflearning for students and tutors.

A Learning Community Approach for Post-Secondary Large Lecture Courses

This design-based research study examined the ways in which a learning community approach can be enacted in large undergraduate lecture courses through a scaffolded, complex curricular design that utilizes active and inquiry-based learning. By combining a traditional lecture with breakout tutorials, the study involved two iterations, firstly by adopting the Fostering Communities of Learners pedagogical model, then by augmenting the model by blending its methodology with elements from a more recent model called Knowledge Community and Inquiry (KCI). Both iterations were evaluated for adherence to, and enactment of, the Fostering Communities of Learners principles. The second iteration was further evaluated to determine the impact of adding a KCI collective knowledge base. Measures included the enactment of the curricular design, achievement of course learning outcomes, the group inquiry project, tutorial activities, pre- and post-term surveys and focus groups for teaching assistants and students. Findings provided evidence of the viability and effectiveness of a learning community approach in large lecture courses at the undergraduate level when combining the learning principles of the Fostering Communities of Learners model with the student-populated dynamic knowledge base. Students achieved both individual and group success in meeting learning outcomes through individual inquiry and collaborative, active learning, with the knowledge base providing a forum for students to share their research and access ideas for their inquiry.

Erasmus + coordinator as a tutor and mentor at higher educational establishments of Ukraine under the conditions of the academic mobility increase

The article analyzes the modern state of higher education in Ukraine, realization of academic mobility, discovers peculiarities of introducing tutoring and mentoring under Ukrainian realities. There was realized the comparative analysis of providing tutor and mentor activity in Ukraine and HEE in Ukraine and Europe. There were separated functions, realized by Erasmus + coordinators for providing tutor and mentor activity in Ukraine. Especially, there was grounded a necessity to introduce tutoring and mentoring in Ukrainian HEE. The key factors that influence a necessity of introducing tutoring and mentoring are: internationalization, increase of academic mobility, problems with refugees, new challenges in higher education and new requirements to providing its quality. The program Erasmus + is for today the most large-scale instrument of academic mobility realization in Europe. Just that is why tutors and mentors help students that study during one semester (credit mobility) or MA course (stage mobility) to realize their potential and to finish their study successfully at a partner HEE. At studying students that realize academic mobility get help from tutors at solving practical tasks, laboratory works. Mentors help to adapt to living conditions, traditions of another country, language. Only complex tutorship provides the harmonic development and success of a student, realizing the principle of student-centered study. A situation as to implementing tutoring and mentoring differs depending on a country. Success of a University today depends also on realization of academic mobility and desire of foreign students to study at one or another HEE. This article separated the main functions, realized by Erasmus + for providing tutor and mentor activity: informational (communication about possibilities of exchange, necessary information), communicative (setting a dialogue between all participants of mobility), organizational (preparation of necessary documentation), educational (instructions as to behavior abroad), psychological (determination of psychological features of each person and individual peculiarities for providing comfort conditions of staying abroad). The article grounds a possibility of introducing tutoring and mentoring at HEE of Ukraine, based on the experience of foreign ones

BIMBINGAN BELAJAR BAHASA INGGRIS BAGI ANAK USIA SEKOLAH DASAR (6-12 TAHUN) DI DESA SEMANGAT DALAM RT.31HANDIL BHAKTI

This community service activity was in the form of English tutoring at Semangat Dalam village RT.31Handil Bhakti. The objectives are 1) to know the proper way to provide English tutoring for primary school age children in Semangat Dalam village, 2) to know that Englis tutoring is effective for primary school age children. This activity used 3 (three) methods, such as lectures, discussion, and games. The results of this tutoring activity are 1) it is known that primary school age children (6-12 years of age) were more enthusiastic and they were able to follow and understand the material when team taught them using games method in particular by singing songs related to the material.They become more confident to introduce themselves using English in front of their friends. 2) tutoring is effective enough to help primary school age children in Semangat Dalam village to increase their knowledge and understanding of English lessons, as well as increase their confidence in using English.

CRITERIA, INDICATORS AND LEVELS OF READINESS OF THE FUTURE MARINE CORPS OFFICERS FOR TUTORING ACTIVITY

YAREMA Vitaliy – deputy commander of Marine Corps separate brigade, Mykolaiv, Ukraine (yarema.vit1975@gmail.com)ResearcherID: http://www.researcherid.com/rid/D-5696-2018DOI: https://doi.org/10.24919/2313-2094.6/38.119777To cite this article: Yarema, V. Kryterii, pokaznyky ta rivni hotovnosti maibutnikh ofitseriv morskoi pikhoty do nastavnytskoi diialnosti [Criteria, indicators and levels of readiness of the future marine corps officers for tutoring activity]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 362–372. doi: 10.24919/2313-2094.6/38.119777 [in Ukrainian].Article historyReceived: 29 August 2017Received in revised form: 26 October 2017Accepted: 15 February 2018Available online: 5 April 2018 Abstract. The article presents the results of the analysis of psyhological and pedagogical literature on a problem of defining the criteria, indicators and formation levels readiness for professional work. Based on the specifics of the training of future officers of the Marine Corps for teaching activities, the structures for the readiness of this category of servicemen for the specified activity (criteria for motivational, cognitive, operational and regulatory), indicators and levels of readiness of future Marine Corps officers for tutoring activity have been determined.The motivational criterion (the presence of a positive motivation for implementing the activities of the teacher and the orientation toward pedagogical assistance) characterizes the personal component of the readiness of future officers of the marines to teach and determines the character of the formation of the direction of the officerʼs personality, the level of development of interests, motivations, attitude towards tutoring activity. The cognitive criterion (knowledge of the characteristics of instruction in a military group) characterizes the content component and determines the degree of knowledge of theoretical knowledge for the realization of the teacherʼs activity. The operational criterion (presence of communicative and organizational abilities) characterises the activity component and defines the ability of the future Marine Corps officers to use their acquired abilities and skills when solving the practical tasks in their professional work connected with tutor activity. The effective criterion (presence of analytical and design abilities) characterises the prognostic component.Depending on its formation, readiness of future Marine Corps officers for the tutoring activity can manifest itself on three levels: low, medium and high. Acknowledgments. Sincere thanks to commander of Marine Corps separate brigade in Mykolaiv – Dmytro Delyatytsky.Funding. The author received no financial support for the research, authorship, and/or publication of this article.

ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING

The article deals with the analysis of distance learning (DL) methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS), Enterprise Application Integration (EAL), Web-Services (WS), Enterprise Service Bus (ESB) are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS) with knowledge representation support on ontology base and knowledge processing on agents support are representation.

Становление концепта «тьюторская деятельность» в философии образования Cредних веков

Становление концепта «тьюторская деятельность» в философии образования Cредних веков

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

Peningkatan Pemahaman Mahasiswa dalam Perkuliahan Diagnostik Kesulitan Belajar Melalui Pengajaran Tutorial

Each of students appealingly is entitled to gain a chance to achieve a satisfactory academic performance. In other words, s/he has the same opportunity to gain satisfactory learning outcomes. As the matter of fact, every student has various differences both in terms of intellectual abilities, talents, interests, willingness, attention, participation, family background, attitudes, and study habits that sometimes very conspicuous between one to another. Consequently, they receive diversity in satisfactory learning outcomes. This study aims to illustrate the improvement of students' understanding in diagnostic lectures of learning difficulties through tutorial teaching using method of Classroom Action Research (PTK). The subjects of the study were students enrolled in one of the difficulty diagnostic lecture sessions during semester of January - June 2016 amounted to 37 people. This research used observation format as research instrument through tutorial activity, diagnostic PTK diagnostic instrument and answer sheet. Data was analysed applying descriptive statistical techniques, whereas the analysis of diagnostic PTK instruments of learning difficulties based on scores obtained by the students and described in tabulation. The results of this study revealed that there is an improvement in student understanding in diagnostic lecture of learning difficulties through tutorial teaching.

Approche hybride et supervision des mémoires de DiPES et DiPET II : essai d’évaluation des activités de tutorat menant aux productions des écrits par les élèves professeurs

Cet article s’intéresse à l’efficacité de la supervision des mémoires des élèves professeurs de langue dans les ENS de Yaoundé et Douala au sein d’un dispositif de formation hybride. Il voudrait résoudre le problème du suivi à distance et en présence des élèves professeurs inscrits au deuxième cycle. C’est pourquoi, l’enquête qui s’est partiellement déroulée en 2012, 2013 et finalisée en 2016 a été menée auprès de 73 participants répartis en présence et à distance. D’une manière générale, les élèves professeurs affirment bénéficier d’une amélioration dans le suivi quand ils sont encadrés avec l’appui des plateformes LMS avec en complément l’usage des réseaux sociaux. La médiation à distance devient une des composantes incontournables des supervisions de qualité et d’encadrement à l’université malgré les difficultés de manipulation des ordinateurs par les participants.

ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators). In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

Tutoring Support as an Important Component of the Educational Process in the Context of the Development of Information and Communication Technology

There are a lot of significant structural changes in almost all higher educational institutions in Ukraine due to time requirements. Accession to a single European space, new educational standards requires the revision and expansion of the content of pedagogical activities, functions and roles implemented by educators. Students are granted the rights and opportunities for the most complete satisfaction of individual educational requests. There was a need to review the ideas about the content of teaching activities and the emergence of new positions. In recent years, scientists have been actively discussing the introduction the position of the tutor in the education system.
 The term «tutor» came to us from classical universities in Great Britain and extended the notion of «teacher». Tutors became widespread, especially in the context of the gradual integration of Ukraine into the European educational space. Tutor is a historically established special pedagogical position that provides the development of individual educational programs, the potential of each student and prepares him for a changing life. Tutor controls not only student’s study, but also his behavior, way of life, attending classes, rest, appearance, etc.
 Tutor while working with student transmits a variety of techniques and rules for mastering new knowledge. However, learning is impossible without the use of ICT. Therefore, it is not enough for tutor to use only traditional technologies of education and upbringing. After all, without the use of computer it is difficult to satisfy the individual requests of each student. So tutors need to know the possibilities of the Internet navigate the pedagogical network communities, use innovative pedagogical technologies to increase the students’ interest in learning and activating their cognitive activity. Indeed, nowadays it is difficult to imagine a learning process without the use of modern technology.
 Thus, information and communication technologies should become reliable assistants of the tutor to the new conditions of life and professional activity in the information society. Application of information and communication technologies in tutoring practices is considered as an innovative approach in building the process of training and preparing students for professional activities. This is due to the fact that the computerization and application of modern information and communication technologies is an opportunity that will help to create a new system of education.
 Information and communication technology at the university is not a trend, but a modern necessity. They must become an integral part of the educational process. Therefore, the modern tutor must be able to work with new means of education, at least in order to ensure one of the most important rights of the student − the right in qualitative education. Consequently, in the process of tutor’s support various information and communication technologies can be used to maximize the optimization of tutor activity.

Investigating student understanding of simple harmonic motion

This study aimed to investigate students’ understanding and develop instructional material on a topic of simple harmonic motion. Participants were 60 students taking a course on vibrations and wave and 46 students taking a course on Physics 2 and 28 students taking a course on Fundamental Physics 2 on the 2nd semester of an academic year 2016. A 16-question conceptual test and tutorial activities had been developed from previous research findings and evaluated by three physics experts in teaching mechanics before using in a real classroom. Data collection included both qualitative and quantitative methods. Item analysis and whole-test analysis were determined from student responses in the conceptual test. As results, most students had misconceptions about restoring force and they had problems connecting mathematical solutions to real motions, especially phase angle. Moreover, they had problems with interpreting mechanical energy from graphs and diagrams of the motion. These results were used to develop effective instructional materials to enhance student abilities in understanding simple harmonic motion in term of multiple representations.

Making the most of person-centred education by integrating flipped and simulated teaching: An exploratory study.

Preparing a person-centred nursing workforce to work in diverse settings is a global health priority. Nursing students' first placement experience is a key transitional moment that shapes professional understanding and motivation to become a nurse. This paper reports the outcomes of combining flipped and simulated learning to enhance nursing students' understanding of person-centred care, the professional nursing role and preparation for placement. The study design was exploratory, the setting, an undergraduate nursing program in an Australian University. Participants included first year nursing students, academic tutors and clinical facilitators. Data collected via survey, semistructured interviews and focus group discussion were analysed descriptively and thematically. Over 90% of students surveyed considered the unit structure, content and resources prepared them well for placement. Pre-class preparation and simulated tutorial activities facilitated student engagement and knowledge translation. Students, tutors and clinical facilitators valued the person-centred approach. Tutors considered the unit materials and focus enhanced students' professional understanding. Clinical facilitators deemed students well-prepared for placement. These results from multiple perspectives, though limited, support combining the flipped classroom and person-centred simulation in nursing education as a strategy to prepare students for clinical placement, translate person-centred values into practice and promote professional understanding and role socialisation.

Improving Students’ Reading Comprehension through Peer-Assisted Learning Strategy (PALS) at Grade XI. C of MA Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang (PPDN-TB)

Poor Reading comprehension ability of students at grade XI.C of MA PondokPesantrenDaarunNahdhahThawalibBangkinangwas caused by several factors. One of the main factors was the teaching and learning activities in the class that could not help the students to improve their reading comprehension. In this case, the classroom action research was done to explain to what extent the application of Peer-Assisted Learning Strategy (PALS) to improve the students’ reading comprehension and what factors influence the improvement. The research consisted of two cycles with four meetings for each cycle. All of the students had roles as tutor and tutee. Then, the researcher was helped by a collaborator to observe and give advice about the teaching and learning activities in the class. The research findings showed that the application of PALS improved the students’ reading comprehension. The average score of students before the application of PALS was 59.2 of report text and 57.03 of narrative text. Then, it also improved at the end of cycle 1, 65.38 of report text and 65.45 of narrative text, and the cycle 2, 75.8 of report text and 76.9 of narrative text. The improvement was also influenced by some factors, such as: (1) The students’ willingness to do all of the procedures in PALS. (2) The tutoring activities in the class.(3) The teacher’s roles. In conclusion, the application of PALS better improved the students’ reading comprehension in English at grade XI. C of MA PondokPesantrenDaarunNahdhahThawalibBangkinang.

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.