The Effect of Access to an Online Tutorial Service on College Algebra Student Outcomes

Kersaint, Gladis; Dogbey, James; Barber, Jeff; Kephart, David

doi:10.1080/13611267.2011.543568

Cited by 11 publications

(15 citation statements)

References 47 publications

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“…Engeln, 2004). Following Kersaint, Dogbey, Barber, & Kephart (2011), we define tutoring as an approach where a tutor "supports and promotes the learning" of tutees (p. 26). Within outreach labs, different variants of supporting students during experimental phases exist (Engeln, 2004).…”

Section: Tutoring In Science Educationmentioning

confidence: 99%

“…In contrast, in the second model, an instructional tutor "instruct[s] the student[s] through explanation, modeling, and guided practice", thus keeping "the student[s] academically afloat" (Kersaint et al 2011, p. 26; originally emphasized). Kersaint et al (2011) have argued that tutoring is effective in facilitating a student's learning, but simultaneously they complained an under-researched situation for tutoring tutees' hands-on activities. For instance, Glowinski (2007) described the quality of tutoring as relevant to students' epistemic interest and to their self-reported knowledge gain, but without explaining in detail how tutoring was organized.…”

Section: Tutoring In Science Educationmentioning

confidence: 99%

“…At the end of this lab day, the teacher and the prospective tutors reflected on all the experiences with regard to the following tutoring day. According to the assignment-assistance model of tutoring (Kersaint et al 2011), the teacher highlighted two tutoring rules: providing assistance to the students only (a) if the students explicitly request a tutor activity either by asking a question or by soliciting a tutor's help or (b) intervening if the students are about to make an unrecoverable mistake that would adversely affect the experimental result. Each tutor was responsible for two student work groups and recorded his or her tutoring activities as requested by the tutees throughout the day (in total, 436 activities).…”

Section: Tutoring In Science Educationmentioning

confidence: 99%

See 2 more Smart Citations

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Scharfenberg

Bogner

2014

EURASIA J MATH SCI T

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Nowadays, outreach labs are important informal learning environments in science education. After summarizing research to goals outreach labs focus on, we describe our evidence-based gene technology lab as a model of a research-driven outreach program. Evaluation-based optimizations of hands-on teaching based on cognitive load theory (additional group discussions) and on conceptual change theory (consideration of students' alternative conceptions) achieved higher instructional efficiencies. We argue both modifications as generalizable for science teaching. As more general results, we describe identified student cognitive load types and problems of tutoring in hands-on teaching. Finally, we present our innovative approach of combining student and preservice teacher education, theory-based on pedagogical content knowledge by focusing on preservice teachers' change from student, to tutor, to teacher roles.

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Section: Tutoring In Science Educationmentioning

confidence: 99%

Section: Tutoring In Science Educationmentioning

confidence: 99%

Section: Tutoring In Science Educationmentioning

confidence: 99%

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Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Scharfenberg

Bogner

2014

EURASIA J MATH SCI T

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“…However, it is not easy to design new stimulating strategies that can be implemented in large classes of undergraduates. The use of Internet seems a way to solve this problem through online tutoring [ 17 , 18 ], and Moodle is considered a powerful and flexible tool employed for monitoring and diagnosing the student work [ 19 ]. This method may be designed in different ways depending on the type of university degree and subject to be implemented such as: access to an online resource by addressing student questions [ 18 ], online problem-based learning [ 20 ] and online questionnaires for assessing the skills acquired by veterinary students [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

et al. 2018

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BackgroundTutoring is a useful tool in the university teaching-learning binomial, although its development is impaired in large classes. Recent improvements in information and communication technologies have made tutoring possible via the Internet. The aim of this study was to evaluate the efficacy of mixed-method academic tutoring in two basic subjects in Veterinary Science studies at the University of León (Spain) to optimize the usefulness of tutoring support in the college environment. This quasi-experimental study was firstly carried out as a pilot study in a small group of tutored students of “Cytology and Histology” (CH) (47/186; 25.3%) and “Veterinary Pharmacology” (VP) (33/141; 23.4%) subjects, and was implemented in a large class of CH the next academic year (150 students) while comparing the results with those obtained in a previous tutorless course (162 students). Tutored students were given access to online questionnaires with electronic feedback on each subject. In addition to traditional tutoring carried out in both tutored and tutorless students, the pilot study included three sessions of face-to-face tutoring in order to monitor the progress of students. Its efficacy was assessed by monitoring students’ examination scores and attendance as well as a satisfaction survey.ResultsAlthough the examination attendance rate in the pilot study was not significantly different between tutored and tutorless groups in both subjects, an increase for numerical scores in tutored groups was observed, with a significant higher final score in VP (p = 0.001) and in the CH practice exams (first term, p = 0.009; final, p = 0.023). Good and merit scores were also better in tutored students with significant differences in VP (p = 0.005). Students felt comfortable with the tutoring service (100% in CH; 91.7% in VP). Implementation of this additional support in CH also resulted in a significant increase of attendance at the final exam in tutored courses (87.3% versus 77.2%; p = 0.026), scaled (p = 0.001) and numerical scores (final score, p = 0.001).ConclusionsOnline tutoring support, together with conventional teaching methods, may be a useful method to incorporate student-centered learning in basic subjects in Veterinary Science.Electronic supplementary materialThe online version of this article (doi: 10.1186/s12917-018-1330-6) contains supplementary material, which is available to authorized users.

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“…Furthermore, existing research in the field has primarily focused on online tutor development and practice, and variability in program methodology or user interface. Literature discussing the use of videoconferencing for academic support (Jopling, 2012;Ng, 2007;Martinovic, 2009;Price, Richardson, & Jelfs, 2007) and the efficacy of online academic support (Kersaint, Dogbey, Barber, & Kephart, 2011) is lacking. The purpose of this article is to present evidence that addresses these issues through two research questions:…”

Section: Introductionmentioning

confidence: 99%

Rethinking Academic Support

Rennar-Potacco

Orellana

Chen

et al. 2016

Journal of College Student Retention: Research, Theory & Pr

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This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of ''Cs or above'' among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-toface groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.

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The Effect of Access to an Online Tutorial Service on College Algebra Student Outcomes

Cited by 11 publications

References 47 publications

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

Rethinking Academic Support

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