Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

Abstract

Although we know that asking questions is an essential aspect of online tutoring, there is limited research on this topic. The aim of this paper was to identify commonly used direct question types and explore the effects of using these question types on conversation intensity, approach to tutoring, perceived satisfaction and perceived learning. The research setting was individual online synchronous tutoring in mathematics. The empirical data was based on 13,317 logged conversations and a questionnaire. The tutors used a mix of open, more student-centred questions, and closed, more teacher-centred questions. In contrast to previous research, this study provides a more positive account indicating that it is indeed possible to train tutors to focus on asking questions, rather than delivering content. Frequent use of many of the question types contributed to increased conversation intensity. However, there were few question types that were associated with statistically significant effects on perceived satisfaction or learning. There are no silver bullet question types that by themselves led to positive effects on perceived satisfaction and learning. The question types could be used by teachers and teacher students when reflecting on what types of questions they are asking, and what kind of questions they could be asking.

Peer tutoring in algebra: A study in Middle school

“…Hence, hypothesis 2 was not rejected. The percentage of students that improved thanks to peer tutoring (87%) is quite similar to many of the recent studies in the field of peer tutoring in Mathematics not referring to algebra (Hrastinski, Stenbom, Benjaminsson & Jansson, 2019;Yaman, 2019;Zunaiedy, Syahputra & Panjaitan, 2019). This can be considered as a strong evidence of the benefits of peer tutoring in academic terms (Tsuei, 2017).…”

Challenges faced by the tutors of the Polivirtual system

“…En este mismo sentido, se está de acuerdo con Abbot, Graf y Chatfield (2018) en que las relaciones tutor y tutorado, y la claridad y las expectativas de estos roles son temas importantes. Por esta razón, identificar la calidad de la relación tutorial es crucial (Dutton, Bullen & Deane, 2018), al igual que apoyarse en la praxis humanista, altamente productiva tanto para desarrollar relaciones como para transmitir conocimientos (Cruz, Goff & Marsh, 2020), o avanzar a una relación tutorial basada en preguntas, donde los tutores y tutorados pueden utilizar diferentes tipos y reflexionar acerca de estas (Hrastinski, Stenbom, Benjaminsson & Jansson, 2019). Cualquiera que sea la estrategia de comunicación, los resultados del estudio afirman que debe centrarse en el tutorado, Los resultados de la investigación establecen que la estrategia de comunicación se debe direccionar a los canales y medios actuales, debe construirse sobre bases fuertes, como la motivación, la confianza, la constancia y la interacción aunque los planteamientos orientados al acompañamiento y seguimiento de los estudiantes varíen según cada tutor.…”

Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems

“…Over the past two decades, many ITS have been successfully deployed to enhance teaching and improve students' learning experience in a number of domains and application areas. In particular, ITS have been actively used to teach technical subjects: from helping students acquire knowledge about mathematics (Büdenbender et al, 2002;Dietrich & Buckley, 2008;Goguadze et al, 2005;Hrastinski et al, 2019;Koedinger & Anderson, 1993;Melis & Siekmann, 2004;Passier & Jeuring, 2006;Sommer & Nuckols, 2004), logic (Abel et al, 2001;Andrews et al, 2004;Burstall, 1998;D'Agostino & Endriss, 1998;Hendriks et al, 2010;Scheines & Sieg, 1994;Stamper et al, 2013;Sufrin & Bornat, 1996), and algorithms (Leelawong & Biswas, 2008); to assisting students in knowledge and skill acquisition in natural sciences (Hume et al, 1996;Makatchev et al, 2011;Zhang & VanLehn, 2016;2017); to teaching real-world applications. Apart from providing students with general assistance and feedback on their performance, ITS are able to address individual student characteristics (Graesser et al, 2017) and cognitive processes (Wu & Looi, 2010).…”

“…The tradition to structure tutoring around active dialogue and, in particular, in the manner of asking questions and eliciting answers related to the subject material, dates as far back as the Socratic method and Plato's academy (Mills et al, 1980). Previous research shows that when students attempt to provide answers, they get involved in such constructive activities as reflecting on the taught material, explaining material to themselves as well as to others, self-assessing and understanding the level of their knowledge, and connecting different areas of the subject, among others (Graesser & Person, 1994, 1995Hrastinski et al, 2019;Hume et al, 1996). Such activities are central to reasoning and understanding (Ram, 1991;Webb, 1989).…”

“…Personalized tutoring helps students achieve their learning goals effectively (Anania, 1983;Bloom, 1984;Burke, 1983;Hrastinski et al, 2019;Hume et al, 1996). Traditionally, such personalized tutoring has been provided by human tutors.…”