Assessing the Expectations for Learning Commons Tutoring

Within the Central Washington University Academic Research Commons (ARC), the Learning Commons subscribed to a new system of higher education tutoring. The Learning Commons offered students math tutoring, writing tutoring, and supplemental instruction through peer-to-peer, question-based collaborative learning. The Learning Commons launched in winter 2013, and faculty, staff, and administrators have had clear expectations as to its function for students, but one key group has previously been absent from this conversation: students. Understanding students’ expectations for tutorials was vital to both their experiences in the Learning Commons and to knowledge of tutorials. This research assessed the expectations students had for Learning Commons tutoring. The questionnaire surveyed student’s demographics (age, class standing, native language), use of tutoring services (math, writing, supplemental instruction, and study groups), frequency of tutorials, reasons for using tutoring services, and benefits to tutoring services. In order to determine student’s expectations for tutoring services, 231 questionnaires were collected and analyzed to how these expectations align with Learning Commons’ goals and values. For her work on this project, Olivia Hirschey was presented with the Brooks Library Best Presentation Award for 2014

An Empirical Assessment of Self-Esteem Enhancement in A CHALLENGE Service-Learning Program

Empirical data collected from a total of 187 elementary and secondary school students were analyzed in this article to assess enhancement of student self-esteem in a service-learning program. The elementary school students were split into treatment and control groups based on their involvement in a greenhouse construction project. At the high school level, two experimental groups were each characterized by Zoophonics tutoring and student service to the Delano Historical Society. Control groups were identified equivalent to these treatment groups. Coopersmith self-esteem inventory and its school-academic subscales were adopted to assess the effect of each service-learning project. While no significant gender differences were found among the three experiments, the Zoophonics tutoring was more effective than the greenhouse construction and Delano history projects in improving student self-esteem and academic performance. Empirical guidelines were developed based on these findings to further enhance the existing service-learning projects

Intelligent Tutoring Tools in a Computer Integrated Learning Environment for introductory numeric disciplines

Research in the field of Intelligent Tutoring Systems has failed to provide any substantial or viable systems that could be used in real academic environments. This situation appears to be the result of two factors: first, the failure to identify clearly the objectives and the scope of such systems; and second, the continuously shifting technological platform on which such systems are built. This paper examines the possible objectives for the development of tutoring systems and presents an approach adopted by the Byzantium project. It describes a model of computer integrated learning environment (CILE) and discusses the role of an intelligent tutoring tool (ITT) within this model. The paper also considers the potential of the Internet for various learning environments. Based on our experience of designing and implementing four ITTs that have the same look and feel (but which address diverse subject areas) the paper suggests a possible extension of the Byzantium approach to the Internet through the conversion of ITTs into intelligent tutoring applets (ITAs)

Structural Example-Oriented Tutoring System

Structural Example-Oriented Tutoring System is a web-based tutoring system that uses examples as the main form of knowledge management that is structured to the level of the difficulties. The objective of this project is primarily to develop the system by implementing the structural and example-oriented tutorial concept. The scope of study for this project is generally down to the course of developing the system, including research about the system and the subject that the system is tutoring for. The intended user for this system is for UTP students who are taking Introduction to Finance subject. The methodology used for developing the system is an evolutionary approach, which followed five main processes namely project identification, requirement analysis, system specification, system development and system testing. The finished product will hopefully be used in the market, uploaded to a host site for users to access through the internet. Side by side with the traditional tutoring system, the system will complement the current system in helping the process of learning the subject matter for the users

ALEAS: a tutoring system for teaching and assessing statistical knowledge

Over the years, several studies have shown the relevance of one-to-one compared to one-to-many tutoring, shedding light on the need for technology-based platforms to assist traditional learning methodologies. Therefore, in recent years, tutoring systems that collect and analyse responses during the user interaction for an automated assessment and profiling were developed as a new standard to improve the learning out- come. In this framework, the tutoring system Adaptive LEArning system for Statistics (ALEAS) is aimed at providing an adaptive assessment of undergraduate students’ statistical abilities enrolled in social and human sciences courses. ALEAS is developed in the contest of the ERAS- MUS+ Project (KA+ 2018-1-IT02-KA203-048519). The article describes the ALEAS workflow; in particular, it focuses on the students’ categorisation according to their abilities. The student follows a learning process defined according to the Knowledge Space Theory, and she/he is classified at the end of each learning unit. The proposed classification method is based on the multidimensional latent class item response theory, where the dimensions are defined according to the Dublin learning dimensions. In this work, results from a simulation study support our approach’s effectiveness and encourage its future use with students

ICT-Project-Based Learning on Cognitive and Psychomotor in Football Courses Learning Achievement

The digital tools gave such alternative to make learning easier. Students got the opportunity to explore their knowledge while found by learning experience such tutoring and discussing. This study employed a quasi-experimental design with a non-equivalent post-test-only control group design. The results found t_cal= 2.90 and for t_table 5%= 2.00 and 1 % = 2.66. It means t_(ratio )> t_table. It concluded that there is a positive effect of using ICT-Project-Based Learning on cognitive and psychomotor in football courses learning achievement. Learning football using ICT-Project-Based Learning on cognitive and psychomotor in football courses through Zoom was interactive because students' easier to ask directly to lecturers so that increases theil learning achievements'. PBL integrated with ICT was successful to improve students' skills and achievement. PBL had a positive impact on student learning and procedures in learning

Community University Project for Literacy (CUPL)

The Community-University Project for Literacy (CUPL) provides an academic structure for undergraduates to work as tutors in community-based learning centers. Students who enroll in CUPL commit to tutoring four hours each week at a community learning program while attending a credit-bearing academic seminar at UMass/Boston offered each semester. That is the Language, Literacy and Community in the Fall semester and ESL Tutor Training Seminar in the Spring semester

How to trigger emergence and self-organisation in Learning Networks

The original publication is available at www.springerlink.com. Brouns, F., Fetter, S., & Van Rosmalen, P. (2009). How to trigger emergence and self-organisation in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp. 57-72). Berlin, Germany: Springer Verlag.In the current chapter, we describe an example of a peer support Learning Network Service based on the mechanism of peer tutoring in ad-hoc transient communities.The work on this publication has been sponsored in part by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora