El objetivo de esta investigación fue indagar sobre las funciones, roles y competencias de las y los tutores en la educación a distancia. Para ello se utilizó una metodología cualitativa; la ...investigación fue no experimental con diseño transversal y enfoque descriptivo y la muestra fue no probabilística y heterogénea. Los resultados indicaron que las actividades de las y los tutores están relacionadas con sus funciones y con otros participantes de la labor tutorial. Se identificaron cinco tipos de roles: administrativo, orientador, académico, tecnológico y social. Para cada uno se encontró un grupo de competencias: de gestión, de seguimiento, de formación, tecnológicas y sociales. Las conclusiones indican que los hallazgos son consistentes para diseñar políticas institucionales referentes a las tutorías. Los datos obtenidos enriquecen los conocimientos sobre las competencias de las y los tutores.
El prácticum constituye una asignatura fundamental en el proceso de enseñanza-aprendizaje en las titulaciones de nuestro estudiantado en prácticas, que tienen la necesidad de vincular los ...conocimientos teóricos de los planes de estudio de la titulación de Fisioterapia con las situaciones prácticas que acontecen en las instituciones externas. Este estudio se contextualiza en la asignatura de prácticas externas realizada en el grado de Fisioterapia con el objetivo de conocer las interacciones entre los agentes (el profesorado tutor universitario, el profesorado tutor del centro y el estudiantado en prácticas) implicados durante la estancia práctica del estudiantado de segundo y cuarto curso del grado de fisioterapia. La investigación se aborda desde un paradigma cualitativo-interpretativo con aproximación etnográfica. Se han realizado 34 entrevistas, realizando una triangulación entre los agentes. El estudio confirma que la interacción entre los agentes intervinientes en la asignatura, son fundamentales para el desarrollo de la enseñanza del estudiantado en prácticas.
This study aims to analyze the acceptance of Universitas Terbuka Tutors for the use of the Microsoft Teams application and the Learning Management System (LMS) for Webinar Tutorials (Tuweb) during ...the Covid-19 pandemic. The method used in this research is explanatory. The population of this research is 416 tutors of UPBJJ Semarang Open University, while the research sample is 233 tutors in teaching group of Rembang, Blora, Pati, Kudus, Jepara, Demak, and Semarang. Research data was obtained from questionnaires, interviews, and documentation. Descriptive quantitative was used to analyze the data. The finding shows the acceptance of Universitas Terbuka Tutors in the use of the Microsoft Teams application for Tuweb obtained an average of 89.77 in the totally acceptable category with a contribution of 67.5%. In addition, the acceptance of tutors in using the LMS application obtained an average of 88.04 in the category of totally acceptable with a contribution of 75.0% from other dimensions. The conclusion was that the tutors accepted the Microsoft Teams and LMS applications. Therefore, they can be implied for Tuweb activities at UPBJJT UT Semarang.
Peer-led tutorials are widely used in medical education to promote practical skills acquisition and support faculty staff. Typically, student tutors are custom trained for this specific task. We ...investigated whether opening up an existing medical tutor qualification program to other degree programs is successful in terms of acceptance among students, acquisition of tutor-specific and interprofessional competencies, and which factors contribute to success or failure.
We developed a two-day tutor qualification program and conducted it annually from 2016 to 2020 with medical and other healthcare students. At the end of each course, we administered a written survey in which the participants rated the following items: their attitudes towards interprofessional learning (using the UWE-IP-D Interprofessional Learning Scale), the interprofessional learning setting, the teaching approach, and their competency acquisition (each on a five-point Likert scale; 1 = strongly agree, 5 = strongly disagree). Furthermore, we assessed participants' qualitative feedback in free-text fields and performed inductive content analyses.
The study participation rate was high (response rate 97%; medical students: n = 75; healthcare students: n = 22). Participants stated high levels of competency acquisition (total M = 1.59, individual items' M's ranging from 1.20 to 2.05) and even higher satisfaction with the teaching approach (total M = 1.28, individual items' M's ranging from 1.43 to 1.05). Overall satisfaction with the training was M = 1.22; SD = 0.58. No significant differences in ratings were found between the student groups. The qualitative results showed that students appreciated the interprofessional setting and experienced it as enriching. The most positive feedback was found in didactics/teaching methods on role-plays and group work; most suggestions for improvement were found in the area of structure and organisation on breaks and time management.
Opening up an existing medical tutor qualification program to other student groups can be seen as fruitful to teach not only tutor-related aspects but also interprofessional competencies. The results demonstrate the importance of detailed planning that considers group composition and contextual conditions and provides interactive teaching methods to promote interprofessional experiences. This study offers important information about prerequisites and methodological implementation that could be important for the interprofessional redesign of existing training programs.
The purpose of this study was to describe the exploration of education in the Non-formal Education Unit of Community Learning Activity Center (SPNF SKB) Banyuasin Regency, with sub-competencies ...covering pedagogical, personality, social, and professional competencies. This type of research is descriptive with a quantitative approach. The sampling technique used saturated sampling with a total of 36 learning residents. Data collection was carried out by means of questionnaires and documentation. The results showed that pedagogical competence was classified as high with a percentage of 81%, personality competence was classified as high with a percentage of 84%, social competence was classified as very high with a percentage of 86.30%, and personality competence was classified as high with a percentage of 80.80%.
Loyalty is an extremely important quality in a leader, and its presence guarantees the growth of a dedicated following. A competent instructor will carry out the required actions. Therefore, it is ...necessary to increase teacher loyalty to their jobs, as teachers play a crucial role in the educational process. Teachers who are not committed to their institutions typically display low levels of motivation and professionalism in the classroom. The purpose of this study is to de-emphasize teacher loyalty and instead learn how the school's administration plans to increase teacher loyalty at SMP Negeri 1 Mojoagung Jombang. This type of study is a descriptive quantitative study. Instead, observation, interviews, and paperwork are used as data collection methods. Meanwhile, common data analysis techniques include data reduction, data presentation, and data verification. However, the study's findings pertain to teachers' loyalty at SMP Negeri 1 Mojoagung Jombang, and they are as follows: strict adherence to established rules and regulations, acceptance of responsibility for the responsibilities placed on him as a teacher and the tasks assigned to him, and a commitment to communicating truthfully and in accordance with Islamic principles. In contrast, the school's administration can boost teacher loyalty by measures such as increased surveillance, providing teachers with feedback and coaching opportunities, conducting regular classroom observations, reminding teachers of their professional obligations, reminding teachers that the school is their own, providing uswatun khasanah.
This article describes an advanced learning technology used to investigate hypotheses about learning by teaching. The proposed technology is an instance of a teachable agent, called SimStudent, that ...learns skills (e.g., for solving linear equations) from examples and from feedback on performance. SimStudent has been integrated into an online, gamelike environment in which students act as "tutors" and can interactively teach SimStudent by providing it with examples and feedback. We conducted 3 classroom "in vivo" studies to better understand how and when students learn (or fail to learn) by teaching. One of the strengths of interactive technologies is their ability to collect detailed process data on the nature and timing of student activities. The primary purpose of this article is to provide an in-depth analysis across 3 studies to understand the underlying cognitive and social factors that contribute to tutor learning by making connections between outcome and process data. The results show several key cognitive and social factors that are correlated with tutor learning. The accuracy of students' responses (i.e., feedback and hints), the quality of students' explanations during tutoring, and the appropriateness of tutoring strategy (i.e., problem selection) all positively affected SimStudent's learning, which further positively affected students' learning. The results suggest that implementing adaptive help for students on how to tutor and solve problems is a crucial component for successful learning by teaching.
Tujuan penelitian tindakan kelas ini adalah untuk mengetahui peningkatan hasil belajar materi larutan penyangga dengan metode tutor sebaya pada peserta didik kelas XI MIPA-2 Semester genap dengan ...model pembelajaran kooperatif. Penelitian tindakan kelas ini diawali dengan prestasi dan motivasi belajar kelas XI MIPA-2 masih rendah, sehingga penulis mempunyai ide mempraktikkan metode mengajar yang divariasi sehingga prestasi meningkat. Penelitian tindakan kelas ini dilakukan untuk mengetahui peningkatan hasil belajar dengan metode Tutor sebaya pada materi larutan penyangga. Jenis metode penelitian yang digunakan Penelitian Tindakan Kelas (PTK). Langkah penelitian terdiri dari perencanaan, pelaksanaan tindakan, pengamatan dan refleksi. Subyek penelitian ini adalah peserta kelas XI MIPA-2 SMA Negeri 1 Srandakan semester genap dengan jumlah 23 anak. Penelitian dilaksanakan 2 siklus dengan pengumpulan data penelitian menggunakan lembar pengamatan (observasi) dan hasil tes ulangan harian pada materi larutan penyangga. Pelaksanaan dalam penelitian ini menggunakan teknik kolaborasi. Penelitian ini menggunakan analisa deskriptif kualitatif. Data hasil penelitian tindakan kelas menunjukkan peningkatan hasil belajar, siklus 1 rata-rata 69,95 dan persentase ketuntasan 65,21 % dan siklus II rata-rata nilai 76,09 dan persentase ketuntasan 82,60 %. Pembelajaran dengan metode tutor sebaya mampu meningkatkan hasil belajar kimia materi larutan penyangga.
Abstract Learning to derive subgoals reduces the gap between experts and students and makes students prepared for future problem solving. Researchers have explored subgoal-labeled instructional ...materials in traditional problem solving and within tutoring systems to help novices learn to subgoal. However, only a little research is found on problem-solving strategies in relationship with subgoal learning. Also, these strategies are under-explored within computer-based tutors and learning environments. The backward problem-solving strategy is closely related to the process of subgoaling, where problem solving iteratively refines the goal into a new subgoal to reduce difficulty. In this paper, we explore a training strategy for backward strategy learning within an intelligent logic tutor that teaches logic-proof construction. The training session involved backward worked examples (BWE) and problem solving (BPS) to help students learn backward strategy towards improving their subgoaling and problem-solving skills. To evaluate the training strategy, we analyzed students’ 1) experience with and engagement in learning backward strategy, 2) performance and 3) proof construction approaches in new problems that they solved independently without tutor help after each level of training and in posttest. Our results showed that, when new problems were given to solve without any tutor help, students who were trained with both BWE and BPS outperformed students who received none of the treatment or only BWE during training. Additionally, students trained with both BWE and BPS derived subgoals during proof construction with significantly higher efficiency than the other two groups.
Requirements elicitation interviews are a widely adopted technique where the interview success depends on the interviewer’s preparedness and communication skills. Students can enhance these skills ...through practice interviews. However, organizing practice interviews for many students presents scalability challenges, given the time and effort required to involve stakeholders in each session. To address this, we propose REIT, an extensible architecture for Requirements Elicitation Interview Training system leveraging technologies such as robots and voice systems. REIT has components to support both the interview phase, wherein students act as interviewers while the system assumes the role of an interviewee, and the feedback phase, during which the system assesses students’ performance and offers contextual and behavioral feedback to enhance their interviewing skills. We demonstrate the applicability of REIT through two implementations: RoREIT with a physical robotic agent and VoREIT with a virtual voice-only agent. We empirically evaluated both instances with a group of graduate students. The participants appreciated both systems. They demonstrated higher learning gain when trained with RoREIT, but they found VoREIT more engaging and easier to use. These findings indicate that each system has distinct benefits and drawbacks, suggesting that educators can customize REIT for various settings, considering preferences and available resources.
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•We propose the extensible architecture REIT for requirements elicitation training systems.•We evaluate its two instances: RoREIT with a physical robot and VoREIT with a virtual voice agent.•The participants rated VoREIT more favorably for the ease of use and engagement.•RoREIT yielded a notably higher learning gain compared to VoREIT.•We share our system implementation and materials in Görer and Aydemir (2023a).
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