Virtual Tutor Training

2013 ◽  
pp. 51-67
Author(s):  
Lee L. Mason ◽  
Tae Jeon ◽  
Peter Blair ◽  
Nancy Glomb
Keyword(s):  
Effective Teaching ◽  
Virtual Environment ◽  
Second Life ◽  
Corrective Feedback ◽  
Teaching Behaviors ◽  
Poor Reading ◽  
Face To Face ◽  
Specific Teaching ◽  
Face To Face Instruction ◽  
Study Participants

In this study, the experiences and beliefs of volunteer tutors using a multi-user virtual environment to teach literacy instruction are examined to get a better understanding of the benefits and challenges of learning within this environment. Literacy tutors who were teaching adults with poor reading skills served as participants. During the study, participants delivered direct instruction reading lessons to researchers in Second Life and adult learners during live face-to-face tutoring sessions. Immediately following each session in Second Life, tutors were provided with corrective feedback on specific teaching behaviors. Data on rate of acquisition and generalization from the virtual environment to the natural environment was collected for each participant. At the conclusion of the study, tutors were asked to describe their experiences of learning to teach in a multi-user virtual environment. Results indicate that effective teaching behaviors trained in a virtual environment generalize to face-to-face instruction. However, tutors tended to disagree with the researchers’ perceptions of what constitutes effective teaching practices.

Virtual Tutor Training

2011 ◽  
Vol 3 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Lee L. Mason ◽  
Tae Jeon ◽  
Peter Blair ◽  
Nancy Glomb
Keyword(s):  
Effective Teaching ◽  
Virtual Environment ◽  
Second Life ◽  
Corrective Feedback ◽  
Teaching Behaviors ◽  
Poor Reading ◽  
Face To Face ◽  
Specific Teaching ◽  
Face To Face Instruction ◽  
Study Participants

In this study, the experiences and beliefs of volunteer tutors using a multi-user virtual environment to teach literacy instruction are examined to get a better understanding of the benefits and challenges of learning within this environment. Literacy tutors who were teaching adults with poor reading skills served as participants. During the study, participants delivered direct instruction reading lessons to researchers in Second Life and adult learners during live face-to-face tutoring sessions. Immediately following each session in Second Life, tutors were provided with corrective feedback on specific teaching behaviors. Data on rate of acquisition and generalization from the virtual environment to the natural environment was collected for each participant. At the conclusion of the study, tutors were asked to describe their experiences of learning to teach in a multi-user virtual environment. Results indicate that effective teaching behaviors trained in a virtual environment generalize to face-to-face instruction. However, tutors tended to disagree with the researchers’ perceptions of what constitutes effective teaching practices.

Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education

2017 ◽  
Vol 24 (4) ◽  
pp. 418-448 ◽  
Author(s):  
Ermis Kyriakides ◽  
Niki Tsangaridou ◽  
Charalambos Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Physical Education ◽  
Effective Teaching ◽  
Primary Schools ◽  
Teaching Practices ◽  
Teaching Quality ◽  
Future Research ◽  
Unique Contribution ◽  
Teaching Behaviors ◽  
Potential Benefits ◽  
Specific Teaching

The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables

2019 ◽  
Vol 170 (2) ◽  
pp. 277-308
Author(s):  
Marziyeh Yousefi ◽  
Hossein Nassaji
Keyword(s):  
Outcome Measures ◽  
Language Proficiency ◽  
Meta Analysis ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Moderator Variables ◽  
Face To Face ◽  
L2 Pragmatics ◽  
Face To Face Instruction ◽  
Assisted Instruction

Abstract This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) instruction was generally more effective for L2 pragmatic comprehension than production, (c) instruction produced larger effects when tested by selected response outcome measures although different patterns were observed across explicit-implicit categories, (d) longer treatments generated a larger effect size than shorter treatments, (e) studies conducted with intermediate level learners produced larger effect sizes than beginner or advanced level learners, and (f) the observed effects of instruction were maintained.

Identification of Effective Teaching Behaviors

1993 ◽  
Author(s):  
Patricia Y. Hsieh ◽  
Todd M. Miller ◽  
Kimberly A. Hicks ◽  
Karie P. Lorenz
Keyword(s):  
Effective Teaching ◽  
Teaching Behaviors ◽  
Effective Teaching Behaviors

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Identification of Effective Teaching Behaviors

1993 ◽  
Author(s):  
Patricia Y. Hsieh ◽  
Todd M. Miller ◽  
Kimberly A. Hicks ◽  
Karie P. Lorenz
Keyword(s):  
Effective Teaching ◽  
Teaching Behaviors ◽  
Effective Teaching Behaviors

Epidemic Response: How to evaluate and respond to evolving and conflicting risk information with a focus on education and clinical environments

2020 ◽  
Vol 64 (1) ◽  
pp. 1732-1735
Author(s):  
Alison G. Vredenburgh ◽  
Rodrigo J. Daly Guris ◽  
Kevin G. Welner ◽  
Sreekanth R. Cheruku
Keyword(s):  
The United States ◽  
Face To Face ◽  
The Public ◽  
Conflicting Information ◽  
The Face ◽  
Clinical Environments ◽  
Face To Face Instruction ◽  
Epidemic Response ◽  
Collaborative Implementation ◽  
Modern Era

By October, we will have learned a great deal about responding to an epidemic or pandemic that has proved to have a level of transmission unprecedented in the modern era. The possible and likely responses include many unknowns. Coordinated and collaborative implementation has been complicated by conflicting information from multiple governments and organizations in several languages. What will we learn about how the United States can improve its ability to respond? How do we develop consistent and accurate warnings and messaging to the public in order to increase compliance regarding a new, and not well understood, epidemic? What factors increase or decrease compliance? How are US education policymakers deciding about face-to-face instruction? How have physicians and hospitals adapted their workflows in the face of uncertainty and supply chain inconsistencies? This panel will include a warnings expert, an expert on education law and policy, and two physicians.

scholarly journals Second Life as a research environment: avatar-based focus groups (AFG)

2016 ◽  
Vol 19 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Eman Gadalla ◽  
Ibrahim Abosag ◽  
Kathy Keeling
Keyword(s):  
Focus Groups ◽  
Data Quality ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Marketing Research ◽  
Two Phase ◽  
Content Type ◽  
Face To Face ◽  
Advantages And Disadvantages

Purpose – This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool. Design/methodology/approach – Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups. Findings – The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs. Practical implications – The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG. Originality/value – This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

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