Tutoring Model Research Articles

Testing the Validity and Reliability of Metaseller Tutoring Module for the Purpose of Mathematics Learning Intervention

The level of mastery of mathematics is evidence to evaluate the excellence of the school mathematics curriculum. However, the effectiveness of the delivery of mathematical learning remains an issue when the level of mastery is still low. Therefore, curriculum transformation is required to ensure that mathematical mastery is at a satisfying level. Various suggestions and interventions have been undertaken to enhance the mastery of students' mathematical concepts and achievements, including through the construction of teaching modules. Therefore, the objective of this study is to develop the Meta-Seller Tutoring Module (M-ST) and subsequently determine the validity and reliability of the module. This M-ST module is developed through a design and development research that takes the ADDIE Model as an instructional design guide. This M-ST module incorporates peer tutoring and metacognitive learning strategy models as it is content and module activities to help the improvement in students' mastery of mathematics. A total of 10 experts, a mathematics teacher, and 31 students participated in the study to determine the content validity and reliability of the module. The results of the analysis of the content validity of the module found that it is in an excellent rank with a validity index of 0.86. While the value of the reliability coefficient is 0.953 which also indicates that this module is at a very high level of trust. Based on the results, it can be concluded that this module is very useful and can be used as an intervention in mathematics learning. Teachers can integrate this module into teaching and learning to produce effective mathematics learning. By using this module, teachers can provide students with learning aids through interactive materials to create active learning.

Relationship-Building as a Means to Navigating Genre in the Writing Center

The current literature on genre and best practices for writing center tutoring is mixed: some studies support a genre specialist model while others support a generalist model. However, these studies have not explicitly examined how the tutors handle different genres in their sessions, nor how relationships between the tutor and tutee can impact this navigation. This essay explores relationship-building and the use of empathy by tutors to better understand how tutors might negotiate genre during a tutoring session. A short survey was administered to tutors at the Goucher College Writing Center. Responses revealed that the tutors saw relationship-building as a higher priority in their sessions than the genre of the text. Specifically, when confronted with unfamiliar genres, tutors overwhelmingly communicated that they instead focus on the rapport they have with their tutees in order to work with them successfully. More detailed findings focused on the importance of the tutor-tutee relationship within the generalist tutoring model, and their implications are further discussed.

Penerapan Model Think Talk Write Berbasis Multimedia Terhadap Kemampuan Pemahaman Konsep Dan Komunikasi Matematis

AbstractTTW learning model assisted multimedia was applied to help students in developing their conceptual understanding and mathematical communication skills. This research was conducted to determine whether there was difference of effect between the application of TTW model assisted multimedia and peer tutoring model on the two mathematical skills. This research was a quantitative research with nonequivalent posttest-only control group design. The research population were the students of XI MIA at MAN 1 Pekalongan 2018/2019. The research sample was obtained by cluster sampling technique. The method used in collecting the data was a test. The data were analyzed by using the multivariate and univariate average difference test. The research results showed that (1) based on multivariate analysis, students’ conceptual understanding and mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model; (2) based on univariate analysis, students’ conceptual understanding skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model, and students’ mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model. Keywords: TTW, Multimedia, Conceptual Understanding, Mathematical Communication

Personalized tutoring model through the application of Learning Analytics phases

Learning Analytics (LA) have a significant impact in learning and teaching processes. These can be improved using the available data retrieved from the students’ activity inside the virtual classrooms of a LMS. This process requires the development of a tool that allows to handle the retrieved information properly. This paper presents a solution to this need, in the form of a development model and actual implementation of a LA tool. Four phases are implemented (Explanation, Diagnosis, Prediction, Prescription); this app allows the teacher for tracking the students’ activity in a virtual classroom implemented in the Sakai LMS. It also allows for the identification of users with challenges in their academic process and the learning itinerary in combination with a personalized mentoring by the teacher or tutor. The use of the tool was tested with groups of students of the algorithm course in the periods 2017-1, 2017-2, 2018-1 and 2018-2, with a total of 90 students, in parallel with the control groups in the same periods, conformed by 95 students, obtaining superior averages in the test groups vs the control groups, which evidenced the functionality and utility of the software.

DEVELOPMENT, VALIDITY, AND RELIABILITY OF META-SELLER TUTORING MODULE

This study aims to develop and determine the validity and reliability of the Meta-Seller Tutoring (M-ST) module. This M-ST module is developed through design and development research. ADDIE Model was applied as an instructional design guide. This M-ST module combining peer tutoring and metacognitive learning strategy models as it is content and module activities to enhance students' mastery of mathematics concepts. Experts, a mathematics teacher, and 31 students participated in the study to determine the content validity and reliability of the module. The results of the content validity analysis obtained that it is in an excellent rank with a validity percentage of 85.8%. The value of the reliability coefficient is 0.953 which also indicates that this module is at a very high level of trust. Based on the results, it can be concluded that this module is very useful and can be suggested as an intervention for mathematics learning. Teachers can integrate this module into teaching and learning to produce mathematics learning effectively.

PEMBELAJARAN STRUKTUR KALIMAT DENGAN METODE KOOPERATIF MODEL TUTOR SEBAYA DI SEKOLAH DASAR

The purpose of the research Learning sentence structure in State Primary School Bendungan 1 Subdistrict Kedawung Sragen to: (1) describe the planning of learning sentence structure with cooperative peer tutor model method in State Primary School Bendungan 1; (2) describe the implementation of learning sentence structure with the cooperative model of peer tutors in State Primary School Bendungan 1; (3) describe the obstacles in learning sentence structure with the cooperative model of peer tutors in State Primary School Bendungan 1; and (4) describe the solution constraints learning sentence structure with the cooperative model of peer tutors in State Primary School Bendungan 1. This research is a descriptive qualitative research. The subject of this research is the head of the school, the teachers and students of the State Primary School Bendungan 1. Data obtained using observation, interviews, and analysis of documents. The validity of the data is performed using the triangulation of the data. Data analysis was done using interactive analysis. The results showed that: (1) Learning sentence structure with the cooperative model of peer tutors in State Primary School Bendungan 1. beginning with open lessons, do apersepsi, held a question and answer, and deliver learning objectives. (2) Learning is done by dividing students into small groups. Each group gets a text sentence structure to be discussed. The teacher explains how to write a sentence structure by giving an example in front of the class. The teacher also gives the opportunity to the students to present their work in front of the class. Teachers close the lesson by giving her the motivation to students. (3) the obstacles that appear in learning sentence structure in State Primary School Bendungan 1: Ego students still high, students are still reluctant to observe the sruktur sentences, and Students still trouble memorizing sentence structure. (4) the teacher's Effort in overcoming barriers in learning sentence structure in State Primary School Bendungan 1, namely: the teacher awaken students to dare to perform in front of the class, give understanding and comprehension on the importance of collaboration in writing sentence structure, the teacher pointed to students, but not forcing it, and teachers lead students to pronounce a sentence properly.

Tutorial model with Student’s pictorial riddle based worksheet for practicing representation capabilities of prospective teacher candidate

This study aims to produce a valid and effective Pictorial Riddle-based Student Activity Sheets (SAS) that can improve student’s representation skills. The development of Student Activity Sheets uses four D models (Define, Design, Develop and Desseminate) from Thiagarajan. The trial was limited to Open University students in Bojonegoro study group using one shot case study. The research data was collected using validation, observation, tests and questionnaires with validation sheet instruments, observation sheets, learning outcomes tests and questionnaires. Data were analyzed using quantitative and qualitative descriptive analysis, N-gain and t-test. The results of the study show: 1) SAS that was developed are fulfilling in terms of content and construct validity; 2) SAS that was developed are validity criteria fulfilling effectiveness criteria in terms of improving student representation skills and having positive responses. Based on the above, it can be concluded that SAS are valid and effective to improve the representation ability of prospective teacher students.

Increase Representation in Mathematics Classes: Effects of Computer Assisted Instruction Development with Hippo Animator

This study is about developing and testing the effectiveness of Computer Assisted Instruction (CAI) through multimedia in mathematical representations. Features that are developed using the hippo animator provides learning instructions with the tutorial model. The principle of selfregulated learning and mastery learning are both the strategy in learning to ensure students to be able to learn to be self-sufficient and complete. The principles of reliability, usability, maintainability, compatibility, reliability, reliability, interactive and communicative are carried out to assess multimedia well designed in terms of interfaces to maximize mathematical representation. For these purposes, R & D was selected in this study with structured and systematic stages through strict quality control. The results of the study show that multimedia developed is feasible to be produced and used in mathematics learning. Finally, the use of CAI through multimedia plays an important role in facilitating mathematical learning, especially in improving mathematical representation. However, the significance of differences in improving students’ mathematical skill in representation ability is not found

Evaluación de los resultados de implementación del modelo de tutoría virtual

La tutoría actualmente se ha convertido en un referente importante dentro del modelo de universidades tecnológicas. Esto debido a que se considera una estrategia efectiva para mejorar el proceso de enseñanza-aprendizaje y, por extensión, para disminuir los índices de reprobación y deserción, así como incrementar la eficiencia terminal. En la Universidad Tecnológica de Tecámac (Uttec) el modelo de tutoría virtual se ha desarrollado con el fin de contribuir de manera significativa en el desarrollo de los estudiantes. El objetivo de este estudio fue conocer los resultados de la implementación de dicho modelo, generado mediante estrategias andragógicas y tecnológicas para facilitar la formación profesional en la Ingeniería en Tecnologías de la Información y Comunicación de la Uttec.
 En cuanto a los aspectos metodológicos de la investigación, se consideró un enfoque mixto debido a que se combinó tanto la parte cuantitativa como cualitativa. Además, por el dinamismo del proyecto, se utilizó tanto el esquema inductivo como el deductivo. Por otro lado, el diseño de la investigación fue no experimental bajo un método de investigación-acción. Respecto a los resultados de la evaluación obtenidos del pilotaje realizado, más de 65.57 % de los estudiantes que trabajaron el modelo de tutoría virtual están totalmente de acuerdo con los resultados; 28.72 % ni de acuerdo ni en desacuerdo, y 5.71 % no está de acuerdo. Aunado a ello, se obtuvieron en la parte cualitativa retroalimentaciones importantes para realizar mejoras en el proyecto, con lo cual se podrá elevar el índice de satisfacción.

Model Pelatihan Penyusunan Perangkat Pembelajaran untuk Meningkatkan Kompetensi Guru Bahasa Jawa SMP di Kabupaten Karanganyar

n supporting the achievement of learning objectives, teachers need to be able to arrange learning tools in accordance with the applicable curriculum. The learning device functions as a guide in carrying out the learning process in the classroom. Javanese language teachers in SMP in Karanganyar Regency, in general, have been aware of the importance of renewal in developing and implementing learning tools, in accordance with the applicable curriculum. However, in reality there are still many teachers who do not understand, even still find it difficult to arrange learning tools, so there are still inaccuracies in the learning tools. Training on the preparation of learning tools for Javanese junior high school teachers, especially in Karanganyar Regency based on the applicable curriculum, was felt to be necessary. To support the effectiveness of training activities, it is necessary to innovate in its implementation. One model that can be applied is the tutorial model, with peer tutors and providing feedback. The purpose of implementing the activity by applying the model is that teachers can exchange knowledge, experience, and strengthen cooperation between peers, so that they can provide input and correction if there is inaccuracy. In addition, through giving feedback teachers can find out firsthand the deficiencies in the learning implementation plan that they put together. After applying these methods the ability of Javanese junior high school language teachers in developing learning tools in accordance with the curriculum can be increased. This can be seen from the results of the lesson plans that have been revised by the training participants.

SOCIAL INNOVATION AND EMPOWERMENT IN COLOMBIAN COMPANIES THROUGH DESIGN MANAGEMENT

Colombian society and its SMEs have evolved in the last decade in a remarkable way according to the rest of Latin America countries. Companies needs entrepreneurship models that reflect users´ needs through new products and services, especially if it have a social function that affects them directly or their community. The Ministry of Commerce, Industry and Tourism of Colombia created in 2009 the Program of Productive Transformation, PTP where it offers training and technical assistance programs to companies. In its last report point out among other things, the need to apply criteria of social and environmental responsibility in companies. Thanks to the work developed with the Ministry, the Colombian Confederation of Chambers of Commerce, the Institute of sustainable entrepreneurship at EAN University and the Polytechnic University of Valencia has worked on a new model of comprehensive tutoring for the management of design and innovation called double hexagon that has been adapted to the needs of SMEs in Colombia with success. Results obtained with model implementation have made it possible to discover the importance of collaborative empowerment of workers through training and sustainable implementation in design projects and services based on social innovation. Keywords: Social innovation, empowerment, design management, Design Thinking, MIPYME, Colombia.

The Computer Assisted Instruction Model Based on a Combination of Tutorial Model and Drill and Practice Model in the Instructional Design of Database Systems in Information Technology Colleges

The traditional face-to-face teaching methods in the class that emphasize teaching-centered learning systems caused teachers to be unable to deliver teaching material thoroughly because of the limited time. The Computer Assisted Instruction (CAI) model presents learning by using a variety of media, both in the form of text, images, and in the way of interactive videos, so that it helps the learning process effectively and helps students to set the pace of learning independently anytime and anywhere. Interconnection of the CAI model with online-based technology also helps students improve their learning creativity, because diverse learning resources support it. This paper presents CAI conceptual models based on a combination of Tutorial models and Drill and Practice models, which are supported by online technology to provide conceptual understanding at the beginning of learning and offer exercises to develop creativity and test students' abilities in the final stages of learning Database Systems. The evaluation results on limited trials show that the CAI model design based on a combination of Tutorial models and Drill and Practice models much motivates students to learn and improve mastery of competencies in the Database System. Another finding in this paper is the need to provide adequate guidance for the application of CAI in its use, and the obligation to provide more effective designs when CAI applications are designed to connect to systems that offer to teach resources online, so students really can use CAI as an auxiliary media active learning for independent learning.

Peer assisted learning model to support students’ success in a complex science course

The application of peer learning models, including Peer Assisted Learning (PAL), has been primarily in the clinical and simulation settings with the focus on readiness for clinical and professional practice. We present a single center experience with the design, structure and implementation of an in-house PAL tutorial in a Pathophysiology; a complex mandatory 12 weeks science course taken by 2nd-year students. This experience represents a phase and progression towards a more coherent model. In phase I, a short survey was conducted to gauge the students’ interest and assess the feasibility of a tutorial model. In Phase II and III, PAL tutorials were introduced and implemented over the course of two semesters for two cohorts of students. Phase I provided sufficient evidence to proceed with tutorial development, and provided guidance for tutorial planning and implementation. Phase II and III showed tutorial participation gradually increased over time. We have integrated complexity science as a theoretical basis that guided the study and unified the findings throughout the study. The tutorials helped students to integrate concepts from related courses, encouraged them to find similarities, and enhanced overall understanding of course content, while providing a support system to reduce anxiety and stress. The use of online material and a concept mapping approach received the most significant positive feedback as learning tools. We believe the PAL approach is important to tutorial development and, when implemented within the theoretical model of complexity science, may carry potential in developing nursing or other curricula. Further research into the application of tutorial models more broadly in nursing education curriculum is necessary to determine more coherently the unique design characteristics required.

Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students

Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.

A Theoretical Model of Intergenerational Tutoring

ABSTRACTThis paper presents a psychological model of intergenerational tutoring, which applies to both helpers and those who are helped. It shows how fully formed intergenerational tutoring can operate, and can thus identify gaps. These gaps can be addressed and some filled by learning partners, perhaps with help from professionals or more experienced partners. Sixteen elements are identified, the first two in sequence, then five with equal weight, then nine in sequence. The model is a template for monitoring intergenerational interactions as they are happening. It also forms a tool for self-assessment/peer assessment. Additionally, it may help in designing intergenerational tutoring.

Intensive mode screen production: an Australian case study in designing university learning and teaching to mirror ‘real-world’ creative production processes

ABSTRACT Since 2014 an experiment in the delivery of ‘intensive’ mode and ‘blended’ learning and teaching in screen production has been conducted at an Australian university. It was designed to investigate if a teaching situation that more closely approximates the intensity and urgency of ‘real-world’ screen-production was achievable and/or desirable in a university context more accustomed to a weekly tutorial and workshop model. Implications of this restructured ‘intensive’ teaching model on the student experience, and staff research-time are discussed in this paper. Five years after first being implemented, the project recently won a national teaching award and has been considered a pedagogical success. This paper also considers some limits to this success within the university context.

Student Tutoring, Facilitator and Explaining Models: A Problem Solving Metacognition towards Learning Achievements of Informatics Students

Metacognition problem solving learning model applied through student tutoring, facilitator, and explaining predicted were able to overcome the low learning achievement of students. The purpose of this research is to know the problem-solving metacognition with learning models of student tutoring, facilitator, and explaining and to find out problem-solving metacognition with learning model of student tutoring, facilitator, and explaining to the students the learning achievements of informatics. This research is descriptive qualitative study uses a quasi-experiment method. Data analysis using independent-test and ANOVA. The results showed that students' problem-solving metacognition is at a low category percentage of 35,005%. Problem-solving metacognition of the students with student tutoring, facilitator, and explaining the learning model has no effect against the learning achievements of students of Informatics with F of 0.03 and significant of 0.874.

Effectiveness assessment of the subspecialized fixed tutor training model on the training of new nurses in the operating room

Objective To explore and evaluate the effectiveness of the subspecialized fixed tutor training model on the training of the new nurses in the operating room, in order to quickly improve the competency of the new nurses. Methods A total of 20 new nurses from July 2013 to June 2015 in Sun Yat-sen University Cancer Hospital were selected as the control group. The new nurses from July 2015 to July 2017 were enrolled in the observation group. All the new nurses relied on head nurses and the head supervisory teacher to arrange their training goals and rotation plans. According to the training plan, the control group was randomly assigned to the tutors who were on duty to be responsible for the sub-specialist surgery tour and hand washing training. When the observation team entered a sub-specialty every rotation, the fixed tutor performed one-on-one surgery tour and hand washing training. The scores and comprehensive abilities of the two groups of nurses were compared. The evaluation of the training methods by the new nurses and the satisfaction of the doctors with the new nurses were also compared across the two groups. Results After the training, the scores of the newly recruited nurses in the theoretical knowledge, operational skills, and surgical coordination were (92.77±3.31) , (94.19±2.02) , and (95.27±2.55) , respectively, and the control group was (90.38±2.63) , (88.84±2.44) , (90.35±4.92) (t=2.379, 6.891, 3.521, respectively; P 0.05) . The teaching attitude, teaching method, and training effectiveness scores were higher in the observation group than the control group (t=9.854, 4.758, 9.613, respectively; P<0.001) . After the training, the satisfaction rate of the new nurses in the observation group was 100.0%, and that in the control group was 95.0%. The difference was statistically significant (χ2=12.509, P<0.05) . Conclusions The subspecialized fixed tutor training model for newly recruited nurses in the operating room is beneficial for the new nurses to grasp the theoretical specialized knowledge in the operating room in a more solid way, to strengthen the practical operation ability of new nurses. Therefore, its implementation is worthy of promoting in the operating room. Key words: Operating room; Induction training; New nurses; Subspecialty; Fixed tutor model

CONCEPT OF INTEGRATION OF TUTORIAL MODELS AND DRILL-PRACTICE MODELS ON ONLINE COMPUTER ASSISTED LEARNING

This study proposes the concept of combining Tutorial models and Drill-Practice models on interactive learning media in the form of online-based Computer Assisted Learning (CAI). This model is in line with the learning characteristics of the Database Systems course which emphasizes conceptual understanding at the beginning of learning, and unstructured case exercises at the end of learning. The test results show that the proposed model can motivate students to learn independently so that they can improve their mastery of competencies in the Database System. However, it is necessary to provide adequate guidance on CAI applications to be easy to operate. A more effective and interactive design model is also needed if the CAI application is intended to connect to an online system that provides broader learning resources for students so that students can use CAI interactively as an effective learning media used for independent learning.

A Role-Play-Based Tutor Training in Preservice Teacher Education for Developing Procedural Pedagogical Content Knowledge by Optimizing Tutor–Student Interactions in the Context of an Outreach Lab

ABSTRACTTo meet the requirements of students’ cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor–student interactions during students’ experimentation. Applying the assignment-assistance tutoring model, we combined biology PSTs’ education with our high school students’ outreach program, Genetic Fingerprinting. We developed a role-play-based tutor training in a 2-step (role play and group discussion) and in a 3-step variant (role play, group discussion, and an additional assignment exercise). We audiotaped and transcribed all PST-tutored experimental phases of one control group (without training) and our two training groups. We categorized 2,865 tutor–student interactions content-analytically regarding adequacy in potentially supporting students’ promotive interaction as a core condition of cooperative learning. We examined the PST interaction patterns identified. Our tutor-trained PSTs, especially those who received 3-step training, showed less inadequate tutor–student interactions compared with control group PSTs. Cluster-analytically extracted intervening interaction types were found only in the control group and the rule-complying type dominated the 3-step group. We discuss our training as an effective approach to develop tutor–student interactions as a component of procedural PCK that is part of PSTs’ initial professional development.