Delivering One‐to‐One Tutoring in Literacy via Videoconferencing

Houge, Timothy T.; Geier, Constance

doi:10.1598/jaal.53.2.6

Cited by 15 publications

(12 citation statements)

References 13 publications

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“…Houge and Geier () examined the effectiveness of using videoconferencing for one‐on‐one tutoring in reading instruction by tracking improvement of the tutees through pre‐ and post‐reading and spelling scores. This experience was an opportunity for university students to apply the skills they acquired in a teaching reading class and for the 4–12th grade students to improve their reading abilities using distance education technology.…”

Section: Integrating Technology Into the English Language Arts Methodmentioning

confidence: 99%

Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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What is the state of the English education methods course in the 21 st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21 st century. Members of a study group at the conference determined that the field of English education "encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English" (CEE, 2008a, para 1). The summit attendees stressed that central to the task of teaching English is the education and support of English instructors who, in turn, will assist their own students "to be creative, literate individuals; contributors to the cultural, social, and economic health of their communities; and fully participating and critically aware citizens of our democracy in a complex, diverse, and increasingly globalized world" (CEE, 2008a, para. 2). KeywordsExemplifying these dimensions with a set of core values clarified in their position statement (CEE, 2008b), the summit writers underscored the importance of interweaving theory and practice to prepare students at all ages to be literate, empathic individuals.Concurrently, another group of CEE members at the Atlanta summit raised the related question, "What do we know and believe about the roles of methods courses and field experiences in English education?" They asserted that programs exhibit a set of related professional experiences that "foster a sense of authority, a spirit of inquiry, and a belief in the possibility of change among prospective and inservice teachers as well as English educators" (CEE, 2008b, para. 1), experiences that promote partnerships, professional communities, and an 4 awareness of the contexts in which learners learn. CEE members stressed that methods course work infuses "content, pedagogy, and professionalism and provides opportunities for practice, reflection, and growth" (CEE, 2008b, Beliefs statements on coursework, para. 1) and that methods classes include the teaching of instructional practices that recognize the social and cultural contexts of a...

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Section: Integrating Technology Into the English Language Arts Methodmentioning

confidence: 99%

Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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“…Particularly promising are videoconferencing tools like Skype, which afford unprecedented levels of multimodal communication, including text, audio and webcam video. With Internet access and bandwidth improving around the world, it is not surprising that an increasing number of institutions as well as private teachers and learners are using videoconferencing tools for language education (Cunningham, Fagersten, & Holmsten, 2010;Houge & Geier, 2009;Kozar, 2012Kozar, , 2014Kozar & Sweller, 2014).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of webcam use by experienced online teachers and learners: a seeming disconnect between research and practice

Kozar

2015

Computer Assisted Language Learning

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Videoconferencing tools, like Skype, etc., are being increasingly used in language education worldwide. Despite assumed socio-affective and pedagogical benefits of using webcams in synchronous online language lessons, such as the feeling of copresence or the possibilities of non-verbal communication, little is known about attitudes held by experienced online teachers towards webcams and their actual use of this tool during private online language lessons. This study interviews 20 experienced online language tutors and 20 adult students about their attitudes towards webcams and their use of webcams. The findings suggest that most teachers and students only used webcams at the start of their lessons for socio-affective reasons and discontinued the use of webcams after the first 2À3 weeks. Some common reasons for reducing the use of webcams were the perception of 'webcamming' as a more tiring mode, the feeling of self-consciousness and privacy concerns. The study calls for more research on the use of webcams, webcam-specific semio-pedagogical skills and suggests directions of future studies.

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“…Several reports are available on the effective use of Web conferencing for small-group or individual student tutorials by librarians. [10][11][12] It has also been used to successfully tutor medical students during rural clinical experiences. 13 Some subjects benefit from being taught via a one-to-one or small-group instruction delivered in person.…”

Section: Student Tutoringmentioning

confidence: 99%

Training and Instructional Strategies for the Use of Web Conferencing in Nursing Education

Buckley

Rietschel²

2012

CIN: Computers, Informatics, Nursing

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Many students and faculty in online programs communicate concerns about limited faculty and student interaction and increased feelings of isolation. With recent improvements in availability and costs, Web conferencing has become easily accessible, reliable, and economically viable for academic institutions and students. However, there is little in the nursing literature on how to train faculty and students in its use or how best to use the technology for Key Points• Effective training of faculty and students in the use of Web conferencing • Web conferencing protocol and etiquette • Student-centered collaborative learning and tutoring through Web conferencing instructional purposes. The purpose of this article was to describe effective training and instructional strategies in the use of Web conferencing for nursing programs. In developing a training program, one must consider the environment for the training to take place, the number of participants to include in a training session, and the essential content to be covered. Through the use of appropriate instructional strategies, Web conferencing can be an excellent medium for community building, student-centered collaborative learning, and student tutoring. In the past, asynchronous learning, or sharing information outside the constraints of time and place, has dominated many online nursing programs. Students are attracted to these programs primarily because of the convenience they allow in continuing their education within flexible time frames while balancing work and home responsibilities. The hours and expense of commuting to campus are eliminated. However, many students communicate concerns about limited faculty and student interaction and increased feelings of isolation in online programs. Faculty also expresses dissatisfaction with the lack of faceto-face interaction with their students in the online environment and the challenge of maintaining effective communication and engagement with the learners. We recently addressed these concerns through the addition of Web conferencing software to online and blended programs. With improvements in availability and costs, Web conferencing has become easily accessible, reliable, and economically viable for academic institutions and students. Web conferencing users are able to draw on the Internet to connect via voice, video, and with a common workspace to share and generate information.

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Delivering One‐to‐One Tutoring in Literacy via Videoconferencing

Abstract: Literacy instruction using videoconferencing technology can be an engaging and effective means to assist adolescents with comprehension.

Cited by 15 publications

References 13 publications

Teaching English language arts methods in the United States: a review of the research

Teaching English language arts methods in the United States: a review of the research

Perceptions of webcam use by experienced online teachers and learners: a seeming disconnect between research and practice

Training and Instructional Strategies for the Use of Web Conferencing in Nursing Education

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