Student Perceptions of Online Tutoring Videos

The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students’ mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within- and between-group designs to examine impacts for 119 students in two schools to measure the tutoring’s impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors’ descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.

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Do student perceptions of their dental curriculum change over time?

Journal of Dental Education ◽

10.1002/j.0022-0337.1998.62.11.tb03260.x ◽

1998 ◽

Vol 62 (11) ◽

pp. 934-937 ◽

Cited By ~ 3

Author(s):

NW Berk ◽

JM Close ◽

RJ Weyant

Keyword(s):

Student Perceptions ◽

Curriculum Change ◽

Change Over Time ◽

Dental Curriculum ◽

Over Time

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

Perspectives on Issues in Higher Education ◽

10.1044/ihe14.1.21 ◽

2011 ◽

Vol 14 (1) ◽

pp. 21-28

Author(s):

Mary J. Emm ◽

Christine P. Cecconi

Keyword(s):

Student Perceptions ◽

Clinical Supervision ◽

Private Practice ◽

Universal Design ◽

Professional Preparation ◽

Learning Activities ◽

Functional Information ◽

Course Content ◽

Group Activities ◽

Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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