Online tutoring

2011 ◽  
Vol 49 (5) ◽  
pp. 260-260
Author(s):  
Kenneth W. Ford
Keyword(s):  
Online Tutoring

Student Perceptions of Online Tutoring Videos

2017 ◽  
Vol 29 (4) ◽  
pp. 4-19
Author(s):  
Steven R. Sligar ◽  
Christopher D. Pelletier ◽  
Heidi Stone Bonner ◽  
Elizabeth Coghill ◽  
Daniel Guberman ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Online Tutoring

Collaboration Improves Student Interest in Online Tutoring

2017 ◽  
pp. 28-39 ◽  
Author(s):  
Ivon Arroyo ◽  
Naomi Wixon ◽  
Danielle Allessio ◽  
Beverly Woolf ◽  
Kasia Muldner ◽  
...  
Keyword(s):  
Student Interest ◽  
Online Tutoring

scholarly journals Tutoria online: desafios da docência em tempos e espaços digitais / Online tutoring: challenges of the teaching in digital times and spaces

2020 ◽  
Vol 9 (1) ◽  
pp. 107-120
Author(s):  
Aléxia Pádua Franco ◽  
Renata de Oliveira Souza Carmo
Keyword(s):  
Online Tutoring

Este artigo aborda a tutoria online no ensino superior na modalidade a distância como prática docente mediada pelas tecnologias digitais de informação e comunicação (TDIC). Apoia-se na pesquisa documental para apresentar uma síntese de marcos legais da educação a distância (EAD) no Brasil a fim de refletir sobre o papel do tutor em cursos de graduação nessa modalidade. Além disso, revisa referenciais teóricos sobre o tutor online por sua importância na mediação do processo de ensino e aprendizagem na sala de aula eletrônica. Conclui que, no campo das políticas de educação a distância, é necessário o debate sobre a tutoria online para compreensão e reconhecimento do trabalho docente desempenhado pelo tutor atuante no ensino superior não presencial.

scholarly journals Predicting Students' Attention Level with Interpretable Facial and Head Dynamic Features in an Online Tutoring System (Student Abstract)

2020 ◽  
Vol 34 (10) ◽  
pp. 13895-13896 ◽  
Author(s):  
Shimeng Peng ◽  
Lujie Chen ◽  
Chufan Gao ◽  
Richard Jiarui Tong
Keyword(s):  
Mean Squared Error ◽  
Video Recording ◽  
Vital Role ◽  
Dynamic Features ◽  
Learning Context ◽  
Tutoring System ◽  
Consensus Definition ◽  
Online Tutoring ◽  
Mouth Movement ◽  
Synchronized Measurements

Engaged learners are effective learners. Even though it is widely recognized that engagement plays a vital role in learning effectiveness, engagement remains to be an elusive psychological construct that is yet to find a consensus definition and reliable measurement. In this study, we attempted to discover the plausible operational definitions of engagement within an online learning context. We achieved this goal by first deriving a set of interpretable features on dynamics of eyes, head and mouth movement from facial landmarks extractions of video recording when students interacting with an online tutoring system. We then assessed their predicative value for engagement which was approximated by synchronized measurements from commercial EEG brainwave headset worn by students. Our preliminary results show that those features reduce root mean-squared error by 29% compared with default predictor and we found that the random forest model performs better than a linear regressor.

Analysis of Perceived Usefulness and Perceived Ease of Use to the Actual System Usage through Attitude Using Online Guidance Application

2021 ◽  
Vol 3 (1) ◽  
pp. 52-64
Author(s):  
Muhammad Mitsal Islami ◽  
Muhammad Asdar ◽  
Andi Nur Baumassepe
Keyword(s):  
High School Students ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
School Students ◽  
Actual System ◽  
System Usage ◽  
Analysis Techniques ◽  
Actual Usage ◽  
Online Tutoring

This study aims to analyze the effect of perceived usefulness and perceived ease of use on actual system usage through attitude toward using the Ruangguru online learning guidance application in Makassar City. This study took data directly from students who subscribed to the Ruangguru application by taking 247 high school students and their equivalent as samples in this study. To implement the objectives of this study used analysis techniques using path analysis. The results of the analysis prove that perceived usefulness and perceived ease of use have a positive and significant effect on attitude toward using the Ruangguru online tutoring application. Meanwhile, perceived usefulness, perceived ease of use, and attitude toward using have a positive and significant effect on actual system usage in the Ruangguru online tutoring application. Based on the results of the single test, attitude toward using is able to mediate the effect of perceived usefulness and perceived ease of use on actual usage in the Ruangguru online tutoring application.

Learning to Teach for Next-Generation Education

2017 ◽  
pp. 153-174 ◽  
Author(s):  
Muriel M. Grosbois ◽  
Cédric G. Sarré
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Next Generation ◽  
Education Department ◽  
Online Surveys ◽  
Professional Skills ◽  
Future Directions ◽  
Online Tutoring

This chapter examines how pre-service teachers specializing in English Language Teaching (ELT) in secondary schools can learn to teach for Next-Generation Education by developing professional skills that are in line with today and tomorrow's technology-mediated environments. To face this challenge, some specific CALL-based ELT training combining action and reflection has recently been introduced in the Education Department at Paris-Sorbonne University. In order to examine the specific CALL-based ELT training offered in light of the set objective, its theoretical underpinnings will first be considered. The design and content of a CALL-based ELT course and of an online tutoring module will then be studied. The pre-service teachers' perception of this CALL-based ELT training will then be explored through the results of online surveys. Conclusions will be drawn from these results and future directions will be outlined.

Sign in / Sign up

Export Citation Format

Share Document