Tutoring and Mentoring Frade, Nelia
Journal of student affairs in Africa,
12/2017, Letnik:
5, Številka:
2
Journal Article
Recenzirano
Odprti dostop
South African institutions of higher education (HE) have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education ...as a result of apartheid-era secondary schooling (White Paper, 2013). This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010). In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI) and peer-assisted learning (PAL) and mentoring programmes.
Tutoring and Mentoring for Student Development Luescher, Thierry M.; Schreiber, Birgit; Moja, Teboho
Journal of student affairs in Africa,
12/2017, Letnik:
5, Številka:
2
Journal Article
Recenzirano
Odprti dostop
This guest-edited issue of JSAA focuses on tutoring and mentoring and draws in parts on papers that were presented at the 2016 joint conference of the International Consortium for Educational ...Development (ICED) and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA).
An experiment was established under a shade net structure at the Colegio Superior Agropecuario del Estado de Guerrero, Mexico, in the Cocula Valley (Awo climate) during January 2012-April 2012 in ...order to assess the yield of Alanis F1 cucumber in response to a tutoring system (floor, cucumber mesh trellis and raffia) and pruning of secondary stems (with and without pruning). The treatments (bifactorial 3x2) were distributed randomly in a pattern of incomplete blocks arranged in divided plots and four replications. Cultivation was carried out on the ground and a nutrient solution was applied by drip irrigation every third day, in addition to providing the foliage micronutrients every week. For pests and diseases control, alternating mixtures of pesticides were sprayed weekly and weeds were removed manually. From the results it is concluded that with mesh trellis support and raffia tutoring, higher yields of uniform quality, commercial and total were obtained; while on ground, quality decreased with increasing weight of discolored fruit.
Objective. To evaluate a peer-led tutoring program to assist students in academic difficulty in the didactic curriculum across multiple courses using one-on-one and large group peer-led sessions, and ...to evaluate the academic performance and perceptions of students in this program.
Methods. This study involved first-year (P1) through fourth-year (P4) pharmacy students who served as tutors and their P1 through P3 tutees. Tutoring was offered in multiple didactic courses using one-on-one and large group peer-led sessions. Didactic curriculum completion rates and perceptions of the program were assessed.
Results. A total of 463 (47%) P1 through P3 student pharmacists used the one-on-one or large group peer-led tutoring services in 28 courses across four academic years. Tutored students had a lower grade distribution compared to nontutored students, suggesting a more at-risk group for academic failures and dismissals. Despite this, the didactic curriculum completion rate was comparable between the tutored and nontutored students during the study period, suggesting that the program helped reduce academic dismissals of the at-risk tutored students. On the perceptions survey, 95% of respondents felt they improved their study habits, and 92% felt more confident in their ability to succeed.
Conclusion. This peer-led tutoring program appeared to be successful in providing comparable didactic curriculum completion rates of tutored students, who represented an at-risk group for academic failures and dismissals compared with nontutored students. The tutoring program structure and design may be a useful tool for other colleges of pharmacy as they seek ways to assist students.
With the rapid growth of technology, computer learning has become increasingly integrated with artificial intelligence techniques in order to develop more personalized educational systems. These ...systems are known as Intelligent Tutoring systems (ITSs). This paper focused on the variant characteristics of ITSs developed across different educational fields. The original studies from 2007 to 2017 were extracted from the PubMed, ProQuest, Scopus, Google scholar, Embase, Cochrane, and Web of Science databases. Finally, 53 papers were included in the study based on inclusion criteria. The educational fields in the ITSs were mainly computer sciences (37.73%). Action-condition rule-based reasoning, data mining, and Bayesian network with 33.96%, 22.64%, and 20.75% frequency respectively, were the most frequent artificial intelligent techniques applied in the ITSs. These techniques enable ITSs to deliver adaptive guidance and instruction, evaluate learners, define and update the learner's model, and classify or cluster learners. Specifically, the performance of the system, learner's performance, and experiences were used for evaluation of ITSs. Most ITSs were designed for web user interfaces. Although these systems could facilitate reasoning in the learning process, these systems have rarely been applied in experimental courses including problem-solving, decision-making in physics, chemistry, and clinical fields. Due to the important role of a cell phone in facilitating personalized learning and given the low rate of using mobile-based ITSs, this study has recommended the development and evaluation of mobile-based ITSs.
The field of artificial intelligence in education (AIED) uses techniques from AI and cognitive science to better understand the nature of learning and teaching and to build systems to help learners ...gain new skills or understand new concepts. This article studies metareviews and meta-analyses to make the case for blended learning, wherein the teacher can offload some work to AIED systems.
To provide personalized help to students who are working on code-writing problems, we introduce a data-driven tutoring system, ITAP (Intelligent Teaching Assistant for Programming). ITAP uses state ...abstraction, path construction, and state reification to automatically generate personalized hints for students, even when given states that have not occurred in the data before. We provide a detailed description of the system’s implementation and perform a technical evaluation on a small set of data to determine the effectiveness of the component algorithms and ITAP’s potential for self-improvement. The results show that ITAP is capable of producing hints for almost any given state after being given only a single reference solution, and that it can improve its performance by collecting data over time.
Intelligent Tutoring Systems (ITS) are computer programs that model learners' psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., ...algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning environments. The meta-analysis examined how effect sizes varied with type of ITS, type of comparison treatment received by learners, type of learning outcome, whether knowledge to be learned was procedural or declarative, and other factors. After a search of major bibliographic databases, 107 effect sizes involving 14,321 participants were extracted and analyzed. The use of ITS was associated with greater achievement in comparison with teacher-led, large-group instruction (g = .42), non-ITS computer-based instruction (g = .57), and textbooks or workbooks (g = .35). There was no significant difference between learning from ITS and learning from individualized human tutoring (g = -.11) or small-group instruction (g = .05). Significant, positive mean effect sizes were found regardless of whether the ITS was used as the principal means of instruction, a supplement to teacher-led instruction, an integral component of teacher-led instruction, or an aid to homework. Significant, positive effect sizes were found at all levels of education, in almost all subject domains evaluated, and whether or not the ITS provided feedback or modeled student misconceptions. The claim that ITS are relatively effective tools for learning is consistent with our analysis of potential publication bias.
PDF
