online tutors for high school students
The Impact and Effectiveness of Online Tutoring for High School Students
In both one-on-one and small group tutoring, students are given immediate feedback. The tutor or tutor group can use real-time messaging, e-mail, fax, or photo messaging to chat with students. Some options include audio or video conversations. Online one-on-one tutoring can be done using virtual learning, a phone, or in a round. With a tablet, one-on-one tutoring is most effective. Graduates from advanced countries, on average, score higher than students from other countries in mathematics and science. Given the potential for limited resources, online math and science tutoring is worth investing in rather than face-to-face tutoring, coaching, or standardized methods.
Throughout recent years, as technology has advanced, there has been a growing trend of online tutoring for students of all ages. Personalized services are the most effective and the most expensive for one-on-one tutoring of specific subjects, followed by small group online tutoring. There are two approaches to tutoring that vary at the tutor or tutor-source approach. As part of the tutor approach, tutors train to work with active students. When students have completed homework or projects, they use tutors. In the tutor-source approach, the tutor is a trained educator or high school student who uses pre-learned instructional materials provided by the tutor or tutoring company. This provides a more directed approach based on the specific school’s materials. Sometimes the student is instructed to complete some task, and the tutor must determine if the student is ready to move on to the next stage.
Students receive undivided attention from a tutor during online tutoring sessions. They may feel more comfortable discussing academic concerns or problems in a manner that is private and confidential. The tutor can then provide guidance on the student’s developmental stage and learning style, as well as develop a plan to appeal to the student’s unique educational needs. An online one-to-one tutoring environment, like online tutoring, improves a student’s self-confidence. Because learning takes place in a secure and controlled environment, students may openly express their thoughts without concern about the impression they make on their peers. Learning at an individual pace under the guidance of a professional tutor is possible in such sessions. If they have any questions for the tutor, students can comfortably and calmly raise them in this setting. If the tutor believes the class is going too quickly or slowly for the student, the pace of the class can be rapidly adjusted.
Online tutoring is a versatile and readily accessible tool for high school students. There are numerous advantages and benefits of online tutoring, and it can be a helpful equalizer for high school students. One of the primary benefits of online tutoring is accessibility and additional learning outside of the classroom. This is particularly important for high school students who have busy schedules, including extracurricular activities, part-time jobs, or personal responsibilities that may limit the available time for seeking tutoring support. Online tutoring can provide flexible scheduling, ensuring that high school students can get help with their academic subjects.
The same problems associated with second-order outcomes such as student’s effort, enjoyment, or engagement with tutoring are often found in studies that adopt observational methodology because longitudinal analyses are rarely performed. Yet, theory suggests that these may be key outcomes and mediators of student and tutor commitment rather than being mere leftover variance. In non-experimental studies, it is frequently found that larger between-student outcome effect sizes for the dependent variable are typically found when theories of tutoring are richer and supported. When a less theoretically rich and less well-supported tutoring theory is included, less effect is expected. A greater level of tutor-student rapport, rapport heterogeneity, or researcher heterogeneity is also a predictor of larger student outcome effect sizes in non-experimental studies, although the opposite pattern is observed for grouping; negative or smaller student outcome effect sizes are linked to greater levels of tutor-student rapport, tutor-tutee heterogeneity, and higher levels of face-to-face tutoring. However, these findings are counter-intuitive.
Indeed, the online tutoring provision lies with challenges. Technology issues such as poor bandwidth or sound quality make online tutoring ineffective and inefficient. The absence of face-to-face interaction also leads to difficulties in observing and diagnosing the physical or psychological problems of high school students. Moreover, compared to traditional offline or in-school tutoring, online tutoring is less motivational due to the use of a computer screen throughout the tutoring session. Such faceless and “bloodless” mode of learning brings pressures to the tutors to maintain the students’ motivation. Though there is a general belief among the tutor population that online tutoring can also be effective, only in a specific context and with a very specific kind of student, tutor, and tutor-student combination, online tutoring can at best match the traditional in-school tutoring. Finally, the level of tutoring, whether online or traditional, also very much depends on the attachment theory, which explains the relationship between the tutor and the tutee, the engagement, and the motivation of both of them. Whereas it is underestimated, the place of group tutoring in the effectiveness of online one-on-one tutoring is empirically unaddressed.
Challenges and Limitations
In seeking effective practices and strategies applicable to best practice on the high-quality tutoring offered outside school, there are many similarities and some differences between tutoring in person and online. The above question, however, remains of interest. The pieces of the answer: “there is limited rigorous research on the price elasticity of demand for tutoring services” and “it is estimated to be low”, referring to the demand for tutoring in Latin America. It is fundamentally relevant to any other region. The strategy for informed and significant use of research is a powerful method in the quest for best practices for achieving an approach specifically fitted to the unique characteristics of online tutoring and highly customized digital learning materials. A lack of research implexes our understanding of best practices and effectiveness, but it doesn’t exclude us from being able to look at practical ways in which the online environment does, might, or could impact the best practices and overall effectiveness of tutoring. The benefit of evidence tends to be revealed when its application is complemented with the value of experience from those in the field when charting the unknown. It could be argued that supporting a tutor to reach their professional best is the most important take-out. Furthermore, equitable access, tailored-learning experiences, and effective communication strategies are elements that can be heightened in an online setting where the tutor-learner relationship becomes the essential ingredient for long-term success. As such, the evidence consequently points to the conclusion that the tutor is indeed the factor that makes tutoring effective.
The effectiveness of online tutoring can be enriched by strategies and best practices. When designing and implementing online tutoring, the tutor should make the platform interactive by starting a dialogue, discussing real-world experiences or modeling strategies, and then asking the students to explain and practice the presented content. In addition to the active role played by the tutor, it is important to perform an information and reference service that will guide teachers and students on digital learning resources. The focus here is not to find the best online platforms, resources, and single tools but to build a competent, evidence-based support and information service. While online tutoring has many potential benefits for high school students, a best practice identified in this report was the need for the person providing the support to be the factor that makes it effective. The research found that “the tutor or mentors themselves and building student relationships was also a significant factor for effective interventions”. In this 8-week formative qualitative research project, an online talk group was piloted. The piloted adapted ECHO program (adapted to be delivered in an online group talk format) adhered to the six ‘essential elements’ principles of the ECHO model for professional development. The aim was to explore young people’s experiences of using the group talk through qualitative interviews and explore the use of evidence-based pedagogies for collaborative talk in an online setting.
Another feature of future online tutoring looks set to be the development of more integrated services. In other words, more online tutoring services will be connected to or integrated with websites and tools offering independent personalized learning resources, making better use of resources more efficient. This may involve students starting to use an AI tutoring system that can track their weaknesses in understanding and having links provided to websites offering resources for self-study in this general area or connecting directly to an expert for discussions around the issue. It’s likely that the lines between tuition and tutoring will become increasingly blurred. Those teaching students will also help to guide them through resources available to facilitate learning outside of the tutoring session.
The future of online tutoring will be heavily influenced by future advancements in the web and mobile technology spaces. Many of the innovations for online tutoring will involve more effective uses of these technologies, which can include increased roles for AI systems in tutoring. The rise of mobile broadband connectivity will also have a huge influence on the potential of online learning. The launch of better mobile phones and devices will make it possible for students to have web connectivity 24/7, making online tutoring more accessible at any time. Online tutoring may also take advantage of the rising mobile app phenomenon for online tutoring to make more mobile platforms available, which can be used anywhere. An online tutoring session may be completed from start to finish by using a mobile phone or tablet instead of a PC.
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