Evaluation of a Student-Centered Online One-to-One Tutoring System

Autor/inn/en	Zhang, Lishan; Pan, Mengqi; Yu, Shengquan; Chen, Ling; Zhang, Jing
Titel	Evaluation of a Student-Centered Online One-to-One Tutoring System
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4251-4269 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Lishan) ORCID (Yu, Shengquan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1958234
Schlagwörter	Mathematics Teachers; Grade 7; Middle School Students; Middle School Teachers; Academic Achievement; Tutoring; Teacher Student Relationship; Computer Software; Mathematics Instruction; Learner Engagement; Electronic Learning; Individualized Instruction; Prior Learning + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Förderkonzept; Nachhilfeunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Vorkenntnisse
Abstract	This paper introduces a system that supports student-centered online one-to-one tutoring and evaluates the practical value of the system by running an experiment with 64 experienced mathematics teachers and 810 students in Grade 7. The experiment lasted for 50 days. A comprehensive evaluation was performed using students' academic performance before and after usage of the system and the system log files. By classifying the students into active and inactive usage groups, it was determined that active students significantly outperformed inactive students on posttests, but with a small effect size. The results also suggested that high prior knowledge students tended to benefit more from using the system than low prior knowledge students. An explanation for this result was that students with a high level of prior knowledge were more likely to have good-quality interactions with their teachers. Therefore, although some advantages of this type of student-centered online one-to-one tutoring are observed, in this system, both the students and the teachers need to be further facilitated to produce more effective tutoring interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01