Untitled Document
   
You are from : ( )  
     
Untitled Document
Untitled Document
 

International Journal of Information Technology & Computer Science ( IJITCS )

Abstract :

This paper presents a pilot e-tutoring program on mathematics and ancient Greek realized through Blackboard Collaborate and focusing on the support of 58 students of lower secondary education. Two teachers for each subject provided daily two hour support to students. In addition the results of a research conducted using a questionnaire answered by the students involved in the program after the latter’s completion are also presented. The results show that 6 out of 10 students participated in etutoring sessions. Their satisfaction exceeded 90%, while the program’s acceptance exceeded 94%. Moreover the results indicate no correlations between gender, personal involvement with web 2.0 tools and knowledge of computer use. Finally, the students related their satisfaction to the e-tutor’s role as a facilitator, something that puts forward the need for further investigation of the educator’s role.

Keywords :

: e-tutoring, secondary education, satisfaction

References :

  1. J.A. Corrigan, “The Implementation of E-Tutoring in Secondary Schools: A Diffusion Study,” Computers & Education, 59(3), pp. 925–936, 2012.
  2. G.M., Johnson, and S.E. Bratt, “Technology education students: e-tutors for school children,” British Journal of Educational Technology, 40(1), pp. 32–41, 2009.
  3. Blackboard Inc., Blackboard Collaborate, Delivering ROI for K-12 Schools, 2012.
  4. A.T. Flowers, “NCLB spurs growth in online tutoring options. School Reform News,” The Heartland Institute, Chicago, IL. Retrieved from http://www.heartland.org/Article.cfm?artId=20426, 2007.
  5. M. Prensky, “e-Nough!,” On The Horizon, 11(1), pp. 1–14, MCB University Press, 2003.
  6. B. George, and C. Dykman, “Virtual tutoring: the case of TutorVista,” Journal of Cases in Information, 3(3), pp. 45–61, 2009.
  7. M. Jopling, “1:1 online tuition: a review of the literature from a pedagogical perspective,” Journal of Computer Assisted Learning, 28(4), pp. 310–321, 2012.
  8. P.J. Pinder, “Exploring and understanding the benefits of tutoring software on urban students’ science achievement: what are Baltimore city practitioners’ perspectives?,” in Regional Eastern Educational Research Association Conference, SC, 2008.
  9. M. Hastie, N. Chen, and Y. Kuo, “Instructional design for best practice in the synchronous cyber classroom,” Educational Technology & Society, 10, pp. 281–294, 2007.
  10. E. Balajthy, K. Reuber, and C. Robinson, “Teachers’ Use of Technology in a Reading Clinic,” Reading Online, 5(3), 2001.
  11. R. Dekhinet, K. Topping, D. Duran, and S. Blanch, “Let Me Learn with My Peers Online: Foreign language learning through reciprocal tutoring,” Innovate Innovate: Journal of Online Education 4(3), 2008.
  12. R.B. Beal, R. Walles, I. Arroyo, and B.P. Woolf, “On-line tutoring for math achievement testing: a controlled evaluation,” Journal of Interactive Online Learning, vol. 6, pp. 43–55, 2007.
  13. M.A. Gabriel, and K.J. Kaufield, “Reciprocal mentorship: an effective support for online instructors,” Mentoring & Tutoring: Partnership in Learning 16, pp. 311–327, 2008.
  14. R.L. Oliver, “Whence consumer loyalty?,” Journal of Marketing, 63, pp. 33–44, 1999.
  15. S. Siritongthaworn, and D.Krairit, “Satisfaction in E-learning: the Context of Supplementary Instruction,” Campus-Wide Information, 23(2), pp. 76–92, 2006.
  16. D. Shee, and Y. Wang, “Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its application,” Computers & Education, 50(3), pp. 894–905, 2008.
  17. L.J. Cronbach, “Coefficient alpha and the internal structure of tests,” Psychometrika, 16(3), pp. 297–334, 1951.
  18. C. Fornell, and D.F. Larcker, “Evaluating structural equation models with unobservable variables and measurement error”, Journal of Marketing Research, 48, pp. 39–50, 1981.
  19. P. Bruestle, D. Haubner, B. Schinzel, M. Holthaus, B. Remmele, D. Schirmir, and U.D. Reips, “Doing e-learning/ doing gender? Examining the relationship between students’ gender concepts and e-learning technology,” in 5th European Symposium on Gender & ICT Digital Cultures: Participation – Empowerment – Diversity, 2009.
  20. M. Cuadrado-García, M.E. Ruiz-Molina, and J.D. Montoro-Pons, “Are there gender differences in e-learning use and assessment? Evidence from an interuniversity online project in Europe,” Procedia Social and Behavioral Sciences, 2(2), pp. 367–371, 2010.
  21. T. Brychan, P. Jones, G. Packham, and C. Miller, “Student Perceptions of Effective E-moderation: A Qualitative Investigation of ECollege Wales,” in Networked Learning Conference, 2004. S.S. Cheng, Z.F. Liu, H.W. Ko, and C.H. Lin, “Learning with online tutoring: rural area students’ perception of satisfaction with synchronous learning,” Int. J. Comp. Comm., 1(2), pp. 48–54, 2007

Untitled Document
     
Untitled Document
   
  Copyright © 2013 IJITCS.  All rights reserved. IISRC® is a registered trademark of IJITCS Properties.