The Tutor's Roles and Functions in Online Education. Qualitative Study Within the Context of Worker Training

Jiménez, Miguel Ángel Fernández; Rodríguez, Esther Mena; Vidal, Ligia Isabel Estrada

doi:10.1016/j.sbspro.2017.02.063

Cited by 12 publications

(7 citation statements)

References 2 publications

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“…These were one-on-one interviews in English. All of the recordings from the interviews were transcribed and coded in order to provide the qualitative data needed for further analysis and to derive conclusions based on the categorization of various expressions found in the verbatim of the interview responses (Jiménez et al., 2017).…”

Section: Resultsmentioning

confidence: 99%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

121

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ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

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Section: Resultsmentioning

confidence: 99%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

121

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“…Given this new approach, one of the main functions of the teacher will be to guide the student in the learning process. Their work will be more that of a "facilitator" of learning that will allow information to become knowledge and learning (Jiménez, Rodríguez, Vidal, 2017).…”

Section: Literature Overviewmentioning

confidence: 99%

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Angelova

2020

IJTES

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The present paper tracks the attitudes of the Bulgarian students towards online education provided by the universities during the quarantine period due to the pandemic situation caused by COVID-19. The study presents data and analysis of results from an empirical survey conducted in April 2020 among students in different stages of their tertiary education in Bachelor Degree. Our findings show that students define online lectures with the same quality as traditional lectures in auditoriums. In terms of intensity there is no clear expressed opinion of responders with slight predominance of people who claim that the intensity of online learning is less than the traditional lecture. Major part of responded students claims that they manage to focus better in online lecture. Students are convinced that in online environment they work easier in individual tasks, but not in team works.

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“…Teacher-led CPS episodes primarily took place when examples of problems were presented after the introduction of knowledge to assist the student’s consolidation. The frequency of teacher-led episodes in every session suggests that the work of the tutor is among the most important aspects that are proposed as determining factors in the success of the training in this type of training ( Jiménez et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Visualizing Commognitive Responsibility Shift in Collaborative Problem-Solving During Computer-Supported One-to-One Math Tutoring

Tuo

Feng

et al. 2022

Front. Psychol.

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The aim of this study is to use a commognitive responsibility framework to visualize responsibility shift in collaborative problem solving (CPS) during computer-supported one-to-one tutoring. Commognitive responsibility shift means that individuals’ cognitive responsibility shift can be reflected by the discourse in communication. For our sample, we chose a 15-year-old Chinese boy and his mathematics teacher with 6 years of teaching experience, both of whom have experienced computer-supported learning and teaching mathematics, respectively. We collected four tutoring videos (each 60–90 min; in total, more than 330 min) online, and a 45-min interview video from the teacher. We found that the third type of commognitive responsibility shift in both the teacher’s and student’s CPS behavior online is not only teacher–student comparison but also alternating-led, which includes teacher–student-led (TS) and student–teacher-led (ST).

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The Tutor's Roles and Functions in Online Education. Qualitative Study Within the Context of Worker Training

Cited by 12 publications

References 2 publications

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Visualizing Commognitive Responsibility Shift in Collaborative Problem-Solving During Computer-Supported One-to-One Math Tutoring

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