Private tutoring, or shadow education, has become a widespread phenomenon globally. Its growth can be attributed to the expansion of cram schools offering live and video tutoring. This study critically analyses students' perceptions of video-recorded classes. Specifically, it problematises students' preference for video-recorded classes by…

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and…

This qualitative study investigates tutor and student interaction in an online multiliteracy center (the Hub) at a major public research university. This study addresses a gap in the current literature on how writing centers transition to multiliteracy centers and prepare their tutors for consulting with students around aspects of design. There is…

In e-learning systems, tutors have a significant impact on learners' life to increase their knowledge level and to make the learning process more effective. They are characterized by different features. Therefore, identifying tutoring styles is a critical step in understanding the preference of tutors on how to organize and help the learners. In…

This study investigated outcomes (achievement, attitude, and retention) of college algebra students who had access to an online tutoring resource using a pre-posttest control group design. Students in the experimental groups were provided access to an online tutoring service unlike the students in the control group. Both groups had access to other…

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two…

Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes.…

This paper describes a qualitative study which took place over a two year period with academic staff engaged on a blended Masters programme delivered with the learning environment based around problem-based learning. At the pedagogical level, transformative practice has the potential to engage students as critical thinkers, by encouraging them to…

In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to…

A human tutor must have a plan of instruction, but be able to deviate from the plan when the student behavior calls for changes. This paper presents observations of human tutors and describes the FLOW tutor system, a computer-based simulation of a human tutor that is capable of giving advice to a student learning a simple computer language. The…

The complementary, but distinct, approaches of computer assisted instruction (CAI) and intelligent tutoring systems (ITS) are first summarized, then followed by a collection of papers discussing shared issues toward which these complementary approaches are directed. The purpose of this book is to foster a mutual understanding of shared issues and…

Reviews some representative literature in man/machine tutorial systems. Student-to-student tutoring, tutoring by proctor, tutoring in programed instruction and with teaching machines, auto/audio/video tutoring, and tutoring with computers are discussed. (RAO)

Intelligent computer assisted instruction (CAI) systems are exemplified by several tutorial systems including Tutor-SCHOLAR, Map-SCHOLAR, NLS-SCHOLAR and SOPHIE. The original SCHOLAR program structure made it possible to model the way human tutors interact with students. Further analyses of tutoring and teaching strategies led to the development…

Explanations are essential in the teaching process. Tracers are one possibility to provide students with explanations in an intelligent tutoring system. Their development can be divided into four steps: (a) the definition of the trace model; (b) the extraction of the information from this model; (c) the analysis and abstraction of the extracted…

We studied students performing a complex learning task, that of solving multipart physics problems with interactive tutoring on the web. We extracted the rate of completion and fraction completed as a function of time on task by retrospectively analyzing the log of student-tutor interactions. There was a spontaneous division of students into three…