Identification of Tutoring Styles in E-Learning
Abstract
Sensitivity to students' difficulties is essential to achieve effectiveness in tutoring. Soft skills and strategies that value welcoming postures, trust, empathy and attentive listening are valuable to capture students' engagement difficulties. Therefore, the aim of this study is to analyze the tutoring styles of human online learning tutors. Qualitative and quantitative approaches were adopted for analyzing strategies and discovering tutoring styles. The affectionate, innovative, constructive, reflective and technical style stood out, with potential implications for the instructional design of cooperative tutoring spaces, led by human tutors and Intelligent Tutoring Systems (ITS).
Keywords:
soft skills, human tutors, tutoring styles, e-learning
References
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Bechara, A.; Damasio, H.; Damasio, A. R. (2003). Role of the Amygdala in Decision-Making. Annals of the New York Academy of Sciences, 985, 356-369. DOI: 10.1111/j.1749-6632.2003.tb07094.x
Bhardwaj, P et al. (2021). Application of deep learning on student engagement in e-learning environments. Computers & Electrical Engineering, 93, 107277. DOI: 10.1016/j.compeleceng.2021.107277
Chi, M. T. et al. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533. DOI: 10.1207/s15516709cog2504_1
Creswell, J. W., Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. 3rd ed. Sage publications, Inc.: Los An-geles, CA, USA.
Da Silva, A. V. M. (2016). A pedagogia tecnicista e a organização do sistema de ensino brasileiro. Revista HISTEDBR On-line, 16(70), 197-209. DOI: 10.20396/rho.v16i70.8644737
DeCarvalho, R. J. (1991). The humanistic paradigm in education. The Humanistic Psychologist, 19(1), p. 88-104. DOI: 10.1080/08873267.1991.9986754
Dewey, J. (1933). How we think. DigiCat.
Escolà-Gascón, Á.; Gallifa, J. (2022). How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire. Studies in Educational Evaluation, 74(1), p. 101-155. DOI: 10.1016/j.stueduc.2022.101155
Gaspar, R. (2023). Experiência e educação. Petropolis. Editora vozes. Traduzido de: Dewey, J. (1971).
Isen, A. M. (2000). Some Perspective on Positive Affect and Self-Regulation. Psychological Inquiry, 11(1), p. 184-187.
Isen, A. M.; Reeve, J. (2005). The Influence of Positive Affect on Intrinsic and Extrinsic Motivation: Facilitating Enjoyment of Play Responsible Work Behavior, and Self-Control. Motivation and Emotion, 29(1), p. 295-323. DOI: 10.1007/s11031-006-9019-8
Kwan, Y. W.; Wong, A. F. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70(1), p. 68-79. DOI: 10.1016/j.ijer.2015.02.006
Lin, J. et al. (2023). On the role of politeness in online human–human tutoring. British Journal of Educational Technology. DOI: 10.1111/bjet.13333
Martin, M. et al. (2023). Knowing what matters: Short introductory texts support pre-service teachers ‘professional vision of tutoring interactions. Teaching and Teacher Education, 124(1), p. 104-114. DOI: 10.1016/j.tate.2023.104014
Mejbri, N. et al. (2022). Trends in the use of affective computing in e-learning environments. Education and Information Technologies, 1-23. DOI: 10.1007/s10639-021-10769-9
Merriam, S. B.; Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Wiley.
Pereira, A. J.; Gomes, A. S.; Primo, T. T. (2023). Uma Abordagem de Sistema de Tutoria Inteligente para Cooperação com a Atuação de Tutores Humanos. Revista Novas Tecnologias na Educação - RENOTE, Porto Alegre, 21(2), 208–219. [link]
Reinsch, S. et al. (2023). Socialization, Professional Identity Formation and Training for Uncertainty: Comparison of Student-and Clinician-Lead Problem Based Learning Groups in the First Year of Medical Education. Journal of Problem Based Learning in Higher Education, 11(1), p. 60-78. DOI: 10.54337/ojs.jpblhe.v11i1.7372
Reis, S. C., Gomes, A. F., De Souza, R. S. (2014). Explorando a Rede Social Educacional no ensino de línguas: possibilidades, gêneros e multiletramentos. Revista Novas Tecnologias na Educação - RENOTE, 12(1). DOI: 10.22456/1679-1916.50280
Voogt, J. et al. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of computer assisted learning, 29(2), 109-121. DOI: 10.1111/j.1365-2729.2012.00487.x
Vygotsky, L. S.; Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Zaffalon, F. et al. (2019) ELO e TRI: estimando a habilidade dos estudantes em uma plataforma online de programação. Revista Novas Tecnologias na Educação - RENOTE, 17(1), p. 11-20. DOI: 10.22456/1679-1916.95656
Published
2024-11-04
How to Cite
PEREIRA, Aluisio José; ALMEIDA, Glenda Malta de; GOMES, Alex Sandro; PRIMO, Tiago Thompsen.
Identification of Tutoring Styles in E-Learning. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1336-1348.
DOI: https://doi.org/10.5753/sbie.2024.242537.
