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This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered.
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There is a need for synchronous and inclusive online peer tutoring in large, undergraduate classes. As a lack of data or internet connectivity may limit online peer tutoring, the use of a data-free instant messenger was implemented for online tutoring in a class of 342 students. The Moya application allows students to chat and send voice notes to tutors and peers without using data. Sending attachments incurs data costs but the amount of data is displayed prior to downloading. The qualitative interpretivist case study used data collected from purposive sampling via an online survey. Consent was received from 252 third-year Information Systems students at a historically disadvantaged university. Qualitative data were analysed via thematic content analysis using the Unified Theory of Acceptance and Use of Technology 2 model as a theoretical basis. Findings indicate that the majority of students (85.7%) did not use the data-free Moya instant messenger. Reasons for the low usage included a negative performance expectancy, as students did not see the benefit in using the application to engage with peers or tutors. Perceived effort expectancy was low, as students did not desire to learn to use a new application. Results showed that using WhatsApp was a habit. Moreover, social influence was a factor, as fellow students and tutors were also using WhatsApp. Students recommended increasing awareness of the Moya application and providing training. The price value was expected to be a significant factor as this application does not require data, but this was not the case. Facilitating conditions show that students had data for WhatsApp. Moya has the same interface design as the preferred WhatsApp so learning to use the application should require minimal effort. The unexpected findings indicate that students prefer WhatsApp, an instant messenger that requires data, over a datafree instant messenger. The findings leave lecturers questioning whether using WhatsApp for online peer tutoring is the more viable option.
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Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous 12 months during the COVID-19 pandemic. It was informed by Benson's (2011) model of language learning beyond the classroom. Data were collected through a close-ended questionnaire and semi-structured online interviews. The study found that 318 out of 750 (42.4%) had experienced EPT, and 64% of respondents had received face-to-face EPT although it was considered a health risk during the pandemic. All the interviewees perceived EPT sessions as an encouraging environment for coaching towards the university entrance examination and expanding their knowledge. They attributed this mainly to the individual attention they obtained from their tutors, which was lacking in online classes with their English teachers due to teachers' indifferent attitude to students' questions and the limited duration of video conferencing sessions. The participants acted agentively by evaluating the advantages and drawbacks of online EPT. Pedagogical implications and areas for further research are suggested.
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The field of university dropout research is of utmost importance especially in the current context arising from the Covid-19 pandemic. Students who started their degrees in the last two years completed their pre-university studies during various phases of confinement and by combining traditional and virtual training. In this scenario, students' motivation and the way they cope with the difficulties of their first year of university are very relevant and will depend on a multitude of personal and social variables in their immediate environment. Previous studies have shown that many university students drop out of their studies early, but what factors and to what extent they affect this dropout is still a field under study. This paper focuses on the identification, classification and evaluation of a set of indicators based on teacher and tutor perception in different fields of study by applying quantitative and qualitative techniques. The results of pilot studies developed support the approach adopted, as they show how teachers can identify students at risk of dropping out at the beginning of the course and take proactive measures to monitor and motivate them, thus reducing the possibility of dropout. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Considering the insufficient studies of the maintenance of self-access learning support and the implementation of remote writing tutoring during the coronavirus pandemic, this article fills this gap by describing two undergraduate and two postgraduate writing centre consultants' perceptions and experiences of synchronous virtual one-to-one tutoring via web conferencing. The four consultants' views were elicited through individual semi-structured interviews, which were then transcribed verbatim and analysed using thematic content analysis. The interview findings revealed that the four consultants all considered synchronous virtual tutoring a viable alternative to face-to-face tutoring. While the undergraduate consultants highlighted the convenience and efficiency of web conferencing, the postgraduate consultants encountered personal challenges and issues with web conferencing. Three recommendations for consultant training and tutoring are proposed: using a collaborative writing tool, sensitising consultants to skills for facilitating online interactions, and reminding students of the 'netiquette' for web-based tutoring. In light of the continuing technological advancement and the increasing demand for distance education, the findings and recommendations will offer a point of reference to writing centre administrators and consultants for the implementation of synchronous virtual tutoring and the inclusion of web conferencing skills in consultant training.
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In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were incorporated into an integrated model as predictors and mediator, respectively. A total of 300 parents completed an online survey. The results of the structural equation modeling indicated that upward social comparison and downward social comparison were both positively related to tutoring anxiety, which in turn positively predicted perceived online academic futility. Notably, tutoring anxiety played a significant mediating role in the association between different social comparison and perceived online academic futility. These results highlight the consistent predictive effect of upward social comparison and downward social comparison on perceived online academic futility, shedding light on the roles of tutoring anxiety in explaining the relationship from parental perspectives.
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It is hard to find an empirical study that examines the online learning or blended learning's effect on school pupils' regular exam performance during the COVID-19 epidemic and afterwards. This study attempts to fill in this research gap. An intelligent tutoring system (ITS) was utilised in mathematics online instruction in many elementary and middle schools in China. It supports individualised teaching and learning and has positive effect on students' learning. Two case studies are introduced to illustrate the system's functions and effects on students' mathematics learning performance. In the first case, a mathematics teacher in a junior high school provided the students with differentiated assignments during the epidemic. In the second case, a teacher in a primary school utilised the ITS to implement blended learning after the epidemic. Quasi-experiments were conducted and the regular examination's data analysis result shows that the treatment group outperformed the control group.
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BACKGROUND: In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students' performance within intelligent tutoring system-such as intelligent tutoring systems. METHOD: In this study, we investigated the effect of school closures in Austria by evaluating data (n = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures. RESULTS: We found that students' performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years. CONCLUSION: Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.
Subject(s)
COVID-19 , Education, Distance , Humans , Austria , Pandemics , SchoolsABSTRACT
Recently the large-scale influence of Covid-19 promoted the fast development of intelligent tutoring systems (ITS). As a major task of ITS, Knowledge Tracing (KT) aims to capture a student's dynamic knowledge state based on his historical response sequences and provide personalized learning assistance to him. However, most existing KT methods have encountered the data sparsity problem. In real scenarios, an online tutoring system usually has an extensive collection of questions while each student can only interact with a limited number of questions. As a result, the records of some questions could be extremely sparse, which degrades the performance of traditional KT models. To resolve this issue, we propose a Dual-channel Heterogeneous Graph Network (DHGN) to learn informative representations of questions from students' records by capturing both the high-order heterogeneous and local relations. As the supervised learning manner applied in previous methods is incapable of exploiting unobserved relations between questions, we innovatively integrate a self-supervised framework into the KT task and employ contrastive learning via the two channels of DHGN, supplementing as an auxiliary task to improve the KT performance. Moreover, we adopt the attention mechanism, which has achieved impressive performance in natural language processing tasks, to effectively capture students' knowledge state. But the standard attention network is inapplicable to the KT task because the current knowledge state of a student usually shows strong dependency on his recently interactive questions, unlike the situation of language processing tasks, which focus more on the long-term dependency. To avoid the inefficiency of standard attention networks in the KT task, we further devise a novel Hybrid Attentive Network (HAN), which produces both the global attention and the hierarchical local attention to model the long-term and short-term intents, respectively. Then, by the gating network, a student's long-term and short-term intents are combined for efficient prediction. We conduct extensive experiments on several real-world datasets. Experimental results demonstrate that our proposed methods achieve significant performance improvement compared to existing state-of-the-art baselines, which validates the effectiveness of the proposed dual-channel heterogeneous graph framework and hybrid attentive network. © 2023 Elsevier Ltd
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This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners' needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors' adaptive expertise can be seen as an important aspect of fostering tutors' confidence. Focusing on the role of the mentor in preservice teachers' tutoring field placements is a suggested area for future research. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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Smart classrooms have improved dramatically in recent years, especially during the period of the pandemic of Covid-19 when the lockdowns were imposed in reaction to the virus's spread. Governments endeavor to maintain learning stability and seek technological solutions to establish teaching continuity. Therefore, distance learning was a viable interim solution;nevertheless, not all students worldwide have access to digital learning resources, and because of a variety of other issues, online education may be a poor choice. In this paper, we propose a model for an intelligent face-to-face classroom that adheres to Covid-19's constraints. Our proposed system transmits a real-time warning to the classroom supervisor (teacher) if students are not wearing their masks properly or are not respecting the physical distancing during the session. We base our suggested system components on existing research in artificial intelligence and deep learning-based facial recognition systems. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Purpose: This study systematically reviews Korea's shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future. Design/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content. Findings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government's increasing role in education has served to restrict the shadow education market. Originality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea's recent shadow education policies suggests future trends in the revision and development of shadow education in the country.
ABSTRACT
In this fast-paced world, education is the passport to a better future, as tomorrow belongs to those who prepare for it today. This research aims to bridge the gap between tutees and tutors. It also aims to develop the mind of tutees in order to shape their future character, calibre, and character. COVID-19 has altered our perspective regarding education;based on our research, illiteracy is a significant problem in Pakistan. In addition, finding a mentor with the right skills, experience, and reliability is the most challenging aspect of finding mentorship for yourself or your children. Our in-person and online survey analysis revealed that peer tutoring allows for higher student response rates and feedback, leading to better academic achievement. In addition, it provides students with more opportunities to practice specific skills, which leads to higher retention rates. With the help of the peer-Tutoring concept, when a student teaches another student a topic, it also helps the tutor and tutee gain a deeper understanding of it. There is a positive impact on education in Pakistan because of peer tutoring. As a result, we incorporate this approach into the application to provide tutees with an education and the idea of training their minds to think from tutors who have more experience and knowledge about the relevant field. It would be helpful to identify factors that could make these campaigns more effective with further research. © 2023 IEEE.
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The Online Intergenerational Tutoring Program addresses a service delivery gap in schools because older adult volunteers expand schools' capacity to implement evidence-based instruction with students in need of individual support. Tutoring includes dialogic reading with digital books and Tutoring Buddy, a web-based program used to improve children's letter sound fluency. Developed during the school closures resulting from COVID-19, the program uses online technology to deliver individual instruction to students after school. Our preliminary research found online intergenerational tutoring is a promising, socially valid model for addressing students' learning loss resulting from the pandemic. © 2023 Taylor & Francis Group, LLC.
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Higher education recently found itself in the unprecedented situation of being forced to rapidly switch to online education as a demand of the COVID-19 pandemic. The aim of this article is to compare and contrast the experiences of university tutors who teach in two distance education universities with those who teach in a traditional university concerning their online lessons during lockdown. Forty university tutors participated in a survey to capture their teaching experiences. The survey was based on the transactional distance theory. Both qualitative and quantitative data were collected from both groups. Analysis of the quantitative data indicates no significant differences between the two groups in scores regarding course structure flexibility and the degree of student autonomy;however, significant difference with a high effect size was found regarding instructional dialogue, in favor of the distance tutors' group. Thematically analyzing the qualitative data allowed the researchers to group the data into three main themes focused on how the instructional dialogue was manifested in the classes of both groups: (a) the learning design approach adopted, (b) the tutor-led interaction for student support, and (b) learner-to-learner communication and the sense of an online community. Ensuing recommendations involve adopting social-constructivist approaches that can sustain high-quality instructional dialogue in online learning settings and creating distance education faculty development programs in traditional universities that will help tutors support dialogical forms of online pedagogy.
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Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At first, the virtual modality was chosen in its entirety, and then it went to a hybrid modality;however, the teachers were not trained;students had problems with connectivity and access to technological resources, which led more than 35% of them to drop out of their studies. Therefore, the purpose of the study is to know the perception of students about the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle, considering 19 integrated questions in 4 dimensions using the Likert scale with ordinal data: didactic strategy, didactic resources, evaluation and tutoring system - all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension, with an average of 4.51, specifically in the planning of the study program;however, the lowest average is found in the tutoring dimension, with an average of 3.22, which corresponds to participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the didactic strategy in the hybrid modality has been satisfactorily approved by the students. However, tutoring must be strengthened through academic counseling, so that the beneficiaries of this research are students, teachers and parents. © 2023 Authors. All rights reserved.
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University tutoring is, with some excep-tions, in a state that should concern us. The model in recent years is sporadic, optional meetings generally used to clarify doubts about academic content, solve problems with com-pleting tasks, review assessment results, and find solutions for students' personal problems that affect their progress in modules. This model of tutoring may make it possible to resolve problems, but it is a limited and insubstantial version of what it could be. There is case for saying that its leitmotiv is university character education, principally what has come to be called the critical spirit or thinking. In ad-dition, it seems that this is what the contemporary social and professional reality misses and demands: university graduates who think for themselves, always seek the truth of things, and focus on the common good. Covid-19, with all of the impact it has had for universities, especially ones that work face-to-face, offers a new opportunity for tutoring, an opportunity to re-establish it. The new situation has brought both a pedagogical-technological message and an ethical one. Both can re-establish tutoring as an ongoing, deep, and unending conversation that enriches other university situations and opens doors that lead to the best version of oneself. This work has a three-part objective: to present arguments that hold that the main purpose of tutoring is cultivation of the critical spirit or thinking;to identify obstacles raised some years ago and possibilities that the new situation brings;and, finally, to suggest a se-ries of future-oriented conclusions so that our universities can give tutoring the place it de-serves in line with their circumstances. © 2023, Universidad Internacional de la Rioja. All rights reserved.
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Tutoring is often touted as a way to overcome shortcomings of classroom instruction, either as a way to remedy unfinished learning or to provide additional instruction for students who are more advanced. There is evidence across different subject areas that tutoring can be effective in promoting student learning. Because the basic decisions about tutoring are made by tutors rather than those being tutored, this dissertation focuses on understanding the important thinking and the work of tutors. Through Self Determination Theory, Attribution Theory, and Goal Orientation, this dissertation uses a quantitatively driven mixed methods study with an explanatory sequential design with the point of interface during the interpretation phase of the study to examine the following questions: (1) What are the goals and motivations of K-12 tutors? How do goals and motivations vary by status (paid versus volunteer tutors), experience (how long someone has tutored), and tutoring context (in-person versus virtual tutoring)? (2) How do K-12 tutors understand the obstacles and successes of tutoring? Does this understanding vary by status (paid versus volunteer tutors), experience (how long someone has tutored), and tutoring context? (3) How do tutors describe specific instances of their goals, motivations, success, and suggestions for overcoming challenges they encounter in their tutoring? Does this understanding vary by status (paid versus volunteer tutors), experience (how long someone has tutored), and tutoring context? I reviewed contemporary literature to put the current situation in context, collected quantitative survey data from tutors (N = 211) to understand their conceptualizations of tutoring, and conducted semi-structured interviews with tutors (N = 13) to collect qualitative data to shed light on current practices and perceived obstacles to effective implementation. Using a mixed methods approach provides a broad understanding of how and why different tutors conceptualize their practice and in-depth knowledge about tutoring experiences, including suggestions for improvement. Understanding these perceptions is especially important due to the recent increase in attention to tutoring and expansion of tutoring programs as a consequence of the COVID-19 pandemic, which has created a tremendous disruption for education, revealing and exacerbating educational inequities that harm low-income K-12 students. This work will help identify future directions for tutoring, offer insight into how to implement effective tutoring programs on a wider scale, and offer considerations for tutor recruitment, training, and retention efforts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students' engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. © 2022, Rajarambapu Institute Of Technology. All rights reserved.