Automatic Detection of Tutoring Styles Based on Tutors' Behavior

Abstract

In e-learning systems, tutors have a significant impact on learners' life to increase their knowledge level and to make the learning process more effective. They are characterized by different features. Therefore, identifying tutoring styles is a critical step in understanding the preference of tutors on how to organize and help the learners. In this context, the authors address the problem of extracting tutoring styles from tutors' behavior. According to this later, tutors are classified automatically into their styles. This technique will be helpful to provide a suitable advice to learners. In the first step, a set of indicators are defined to characterize a tutoring style. In the second one, the accuracy between the tutoring styles obtained from the proposed approach and those defined from a simple questionnaire is investigated. To validate this approach, the authors have collected data from an on line tutoring system (LETline, http://www.labstic.com/letline). They present the results of their analysis and discuss some limitations that can be helpful to the researchers working in the tutoring field.

Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

“…Distance teaching now needs a reorganisation of methods and contents instead of a mere transposition of traditional teaching methods and modalities onto virtual classroom platforms [34]. Thus, a good analysis of facilitators' lesson presentation activities is very important in relation to predicting their lesson presentation styles [38,39]. A study by [40] in New Zealand among 32 secondary teachers found that teachers used multiple inquiry-based presentation methods such as flipped learning, knowledge-building pedagogies, and collaboration with both synchronous and asynchronous communication technologies.…”

Intelligent Tutoring of Learners In E-learning Systems and Massive Open Online Courses (Mooc)

“…The latter can intervene to answer all different questions asked from the part of the enrollers whether they are pedagogical, social, administrative, technical, etc. (Bendjebar et al, 2016). Moreover, the process involves real identification of the participants' categories and their exact level/situation (very serious situation, serious situation, rather serious situation, etc.…”