1:1 online tuition: a review of the literature from a pedagogical perspective

Abstract

This paper outlines the findings of a review that examined the literature around current practice in one‐to‐one online tuition in schools and higher education. It summarizes the purposes, contexts, scope, and methods of 17 core studies identified through a systematic literature search. It then uses a conceptual framework focusing on pedagogical innovation to explore the findings of the core studies, a discussion that is also informed by the consideration of a number of contextual studies exploring group online tuition and online learning more generally. The paper concludes by suggesting that the development of one‐to‐one online tuition has been constrained by comparisons with face‐to‐face approaches and that more research is needed to map its characteristics and potential in more detail as technology continues to evolve.

Learning Analytics focused on student behavior. Case study: dropout in distance learning institutions

“…We have analysed several techniques (neural networks, a Bayesian network), and how the training time with the neural network was significantly higher compared to Bayesian networks, and the results of precision and recall were similar, the Bayesian network technique was selected. Bayesian networks are based on a probabilistic model, representing the conditional probabilities between variables [20], [23]. With this relation between the variables, can be defined a directed graph.…”

“…This classification technique has been used in many fields. For example, in the educational context, [20], [24] applies Bayesian networks to infer learning styles.  The last LA task is called "Create a motivational pattern".…”

Synchronous Online Peer Tutoring via Video Conferencing Technology: An Exploratory Case Study

“…Online Peer Tutoring as a Support Strategy for Blended and Face-to-Face Students Initially, online tutoring programs were developed to support the increasing number of students enrolling in distance education courses and programs in higher education (Huang & Liu, 2015;Jopling, 2012). However, students enrolled in blended and traditional face-to-face courses have begun to take advantage of online peer tutoring services (Richardson, 2012).…”

“…As the number of students taking online courses has continued to grow in recent years, several colleges have started to explore the idea of using internal peer tutors and video conferencing software to offer synchronous online tutoring services as an academic support strategy (Allen et al, 2016;Huang & Liu, 2015). While online peer tutoring was originally developed to support the growing number of students enrolling in distance education courses and programs, students enrolled in blended and face-to-face courses have begun to take advantage of the services (Huang & Liu, 2015;Jopling, 2012;Richardson, (2012). Flowers (2007) The synchronous online peer tutoring program at Old Dominion University (ODU) is a good example of a program that was originally designed to support a growing population of students who were enrolling in distance education courses and programs.…”

“…For instance, in 2014 a total of 2.85 million students took all their classes at a distance and 2.97 million took some, but not all, courses at a distance (Allen et al, 2016). To support increasing numbers of online students, many colleges have started to explore the idea of providing online synchronous tutoring services as an academic support strategy (Huang & Liu, 2015;Jopling, 2012). Online tutoring involves personalized learning support provided via the Internet and includes audio, video, or text communication between the e-tutor and the e-tutee (Flowers, 2007).…”