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The Impact of Online Tutoring in Mathematics Education
There is a burgeoning of the offering of online tutoring worldwide. In the United States, there have been companies offering this service for years. In Asia, private tutoring is a major component of the education system with estimates of costs as high as 6 billion in Japan alone. Not only are commercial enterprises making tutoring available online, so are authors of mathematics textbooks, college and university departments of mathematics, administrators of online degree programs, federal government entities, private entities, faculty, publishers, and professional organizations such as the Mathematical Association of America and the National Council of Teachers of Mathematics.
The executive summary of the No Child Left Behind legislation describes instructional services provided by the Learning Exchange. According to her summary, companies providing online instructional services since the enactment of the No Child Left Behind Act submitted their survey results: these companies generally agreed that the course effectiveness and impact on student outcomes were higher for online courses versus traditional courses. The impact of technology on learning was discussed by McAnally with undergraduates in Education. Approximately three-fourths of the respondents felt using technology promotes active engagement in the learning process, one-third stated it contributed to increased access to information, and an equal proportion reported that it helped them to visualize concepts and processes better. Over a third of the respondents also mentioned it helped them to “communicate with their instructor and peers.”
Online tutoring has proved to be expedient and beneficial in the tuition of many students, in particular, within mathematics as well as other subjects. It can be done from home on your own personal computer at any time, without having to meet face to face. Students can be hesitant to discuss problems such as mathematics with their tutors in the classroom. As a result, online tutoring has proved to be the most efficient method of tutoring, which students tend to get comfortable with when addressing important issues that they wouldn’t discuss in the classroom. This reason is partly because it is done from the privacy of the home. This is particularly important because students feel less intimidated as they are not in the presence of peers.
Online tutoring also allows for the private development of the students. The students are able to sit in an area they find comfortable and are able to concentrate accordingly. Therefore, they get more one-on-one time with the online tutor than they would get in a classroom setting. This increased one-on-one time is noticeable and can assist the student in understanding difficult material, thereby improving the aptitude for the student to grasp and retain the knowledge. The availability of numerous education programs on the internet has helped to facilitate this process. There is no denying the fact that some programs permit the retention of knowledge when compared to traditional tutoring. As such, online tutoring services are the most efficient and affordable way of learning that drives down stress and position environment conducive to learning. It is imperative for students to have a better understanding of the primary topic in order to have a strong understanding of other points. With online tutoring, students can learn at their pace and ask questions that they normally would not ask in a classroom setting.
There are several difficulties particular to providing assistance in mathematics instruction online. It’s very hard to write mathematics, even simple arithmetic, and very few keyboard-based methods exist for easily writing and displaying mathematics online. Frequently, both tutor and student must update a shared whiteboard, use a mouse or other pointing tool to operate drawing or equation editors, and use a voice connection to talk. This takes time and concentration and is especially difficult for a student who is just learning the math. Thus, the delays alone can have a substantial negative impact on the learning process. It becomes infeasible for a tutor to assist multiple students simultaneously since those students may be at different points in a math problem. If students can work independently and have questions, though, a tutor can answer multiple student questions without any significant issue.
Another problem is that the transactional overhead for working with multiple software tools is high—switching between multiple software systems, operating multiple mouse/keyboard interfaces, finding the right tool, and so on. The consequences of these effort and attentional costs can be quite serious. In the realm of science education, Linn et al. (2003) list the challenges of web-based resources in science education. Their challenges include students and teachers that are unfamiliar with rich web-based resources, the difficulty of integrating these materials into curricula, the necessity of improved design and function to match computer-based materials with student learning processes, and so on. In fact, their main message is that “simply adding web materials to the environment is insufficient to improve student learning or to change teaching practices”—quite the same situation we confront in tutoring mathematics. With the added complexity—and sometimes confusion—of multiple tools, adding web tutoring tools to assist with mathematics homework assignments could actually make student learning outcomes worse.
There is no shortage of children who struggle with math, which is problematic since mathematics is considered the language of the sciences. As such, there has been a surge in the demand for private tutoring to complement the school math curriculum. Parents of K–12 students spend billions annually on tutoring services and related educational materials and hundreds of millions of adult learners engage in some form of learning, tutoring, or writing assistance. Despite the pervasiveness of math tutoring, little work has been done to understand what characterizes effective tutoring. The field is vast, with many types of services, delivery methods, effectiveness metrics, and target student populations. Many math tutoring studies looked at face-to-face tutoring, after-school math centers, or math specialist coaching rather than 24/7 question-and-answer services or appointment-based question-and-answer help within learning management systems.
It is well known that digital learning resources make it possible to design tutoring systems to help develop individualized, customized learning paths based on methods or algorithms to scaffold student learning. As digital learning system developers design curriculum, instruction, and assessment tools, they have the freedom to create innovative pathways and support strategies to scaffold learning. Allowing students to access asynchronous, 24/7 resources could potentially add another powerful layer to tutoring that has the potential to improve the way today’s students learn in school. With on-demand access to a seemingly infinite amount of information, students can seek additional support when concepts are originally presented in school and as often as the concepts are revisited in the context of the regular school day or when homework is completed. The affordances of digital resources make it appear as if the issue of math remediation can easily be solved. Yet, students continue to struggle in math.
With all the many options and a chronic lack of student success in school math, it is important to understand best practices and what makes these tutoring experiences unique, to delve into the tutor–student interactions as they currently exist, and to impact tutoring and future tutoring opportunities. Focusing on tutoring is important work, as the private tutoring market is one of the strongest current trends in the field of mathematics education.
We are just at the beginning of understanding how technology will influence online mathematics education, and the next phase of research will be seeking to understand how the power of these tools can be used in beneficial ways. Here are suggestions for future research and directions for what educators can do to ensure that online tutoring in mathematics education increases in quality and accessibility while avoiding the risks of widening inequality. These tools open up new opportunities for creating rich, customized learning experiences that cater to the diversity of student needs.
Current online mathematics tutoring programs do not yet use the newest technologies to their fullest capabilities and may better be described as digitized versions of the current tutoring market, focusing on delivering content to students to help them with immediate concepts they struggle with. Advancements in online education have the potential to make innovative learning models more accessible to all students. We see features of powerful learning experiences that can be crafted from online mathematics tutoring experiments today, in contexts ranging from creating custom learning experiences in class to remotely connecting experts in various subjects with interested students around the world.
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