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The Impact and Effectiveness of Online Tutors for College Students
Online tutoring, as a researched and statistically analyzed tool supporting the performance of college students in an academic field, is very much a notion and business that is continuing to greatly expand. Online learning has long been an element of tertiary education, while online tutoring is today a growing feature of the knowledge construction process that forms the basis of learning. But due to the large demand growth in needs for highly trained professionals that only college education and training can provide, the level of preparation of the entering student population is often lacking, requiring significant resources devoted to their retention while in the pursuit of degrees.
Effectively designed, high-quality distance higher education programs for college-age students have the potential to significantly benefit. Though this is the case, many barriers must be overcome to enable these programs to fulfill their full potential, particularly in the area of student achievement in terms of quality and knowledge construction. There is growing evidence supporting the use of online tutoring as an aid to achieving desired academic goals. The limited numbers of research studies on the effectiveness of online tutors suggests that there are indeed mixed results on the impact of such supports for first and second year and junior college student academic achievement when compared to traditional face-to-face learning.
Not surprisingly, online tutoring has replaced the age-old face-to-face tutoring services by being innovative and effective than their traditional counterpart for college students. Many students have endorsed seeing positive results and have improved in their subjects after availing these services. With the advent of the internet, access to quality education and other academic related services has become possible for those who are studying online. In today’s age of multimedia, there is no dearth of online services like most online tutoring services that provide quality material by hiring experienced and certified subject experts who can, therefore, produce good results. Besides this, the internet has helped local students to solve their queries online by posting their queries and require immediate help from tutors and professionals who can offer them fast and reliable solutions.
The most beneficial role that a student can acquire with online tutoring services is that their overall course can be broken down into individual subjects and topics. Students can upload their assignments with quality explanations for topics that they feel are fraught with difficulty; they can schedule a session with a tutor who can explain the topic in the most comprehensible manner. The fact that students can schedule a session with a tutor in the middle of the night is an exceptional benefit and is surely not provided by regular tutors. A student is assigned to a professional tutor who can work one-on-one with them. Students can have tutoring on certain topics, which can be precisely the cause of difficulty. Many companies keep checking the progress of the students and can relay their progress to the parents.
Online tutoring in higher education has been a recent and interesting discussion. It is seen as a feasible model which might be utilized in higher education to try to solve the learning and other problems which appear in conventional campus-based settings. In terms of traditional practice, tourism-based tutorials always seem to require students to be experts in oral and written communication. However, in the online aspect, there are new communication patterns between tutors and students, which involve the use of different forms. In this regard, the challenge is greater than just allowing everyone the right to express their point of view, guaranteeing understanding, and providing information. Among all challenges of online tutoring in higher education, two types referred to concerns in content treatments, while six others all relate to the communication aspects.
In terms of technology resources, some online collaboration tools like chat rooms, conferences, e-mails, discussion boards, multimedia and hypermedia were seen as frequently used in some undergraduate courses, showing that the use of a combination of interaction technologies can result in more efficient online tutoring. Two of the most promising developments in education and training are the workshop and implementation of online learning environments together with the management of personal and group tutors. Online tutorials of two types, those used at a traditional university and modules within distance learning programs, are each described, and the implications for other higher education institutions from each are considered. For distance-trained students, online tutorials play a particular and invaluable role in that they help to maintain study momentum and complement other learning materials that are available.
Tutor Training Online tutors should be trained in effective tutoring strategies, as well as in techniques for addressing common online challenges such as procrastination, engagement, and fostering communication. Certification programs can provide useful resources for developing tutor training programs. Furthermore, training tutors should also reinforce the boundaries of what is within the scope of their duties and provide a playbook for deciding how to respond to situations and needs that the tutor was not hired or trained to provide or handle.
Monitoring Tutoring Sessions Tutors should keep a log of their tutoring contacts, including the day, time, length of the session, and student learning outcomes gained from the tutoring. This data collection can be reviewed to support tutors in their certification process or in performance evaluations. In addition, reviewing the log can help match tutors to students based on availability and expertise, particularly if a high demand for tutoring services limits the capacity to provide tutoring.
Managing Tutoring Sessions Online tutors and learning center managers should establish a shared understanding of tutor availability and establish mechanisms for communicating tutor schedules to students. For example, a learning center director might establish and regularly update a digital calendar to show current tutor hours for various courses and thereby direct assignments even when courses meet at different times. Tutors should also communicate to their students how to follow up with additional questions or concerns, and how long response time can be expected.
Monitoring the Quality of Tutee-Tutor Interaction It can be challenging to monitor informal interactions between students and tutors to ensure that quality tutoring occurs in online settings. One approach used at our institution was to create and use peer assessment rubrics for submitted modules. The tutor grading can provide a level of feedback for learning center supervisors to monitor both the tutor and the student’s work and quality of interaction during the tutoring session. Characteristics of student-tutor interaction and informal tutoring experiences can also be monitored with surveys, interviews, focus groups, or feedback from other tutors, instructors, or students. Summative feedback could be used to evaluate and modify procedures and training.
In this final section, I will offer both suggestions for and predictions about how online tutoring will develop in the near future. Practical suggestions for individual tutors, based on the insights I have provided in this treatise, can be found in my forthcoming “Guidelines for Online Tutoring.” This list of applications, however, contains several more structural suggestions that cannot be easily formulated there.
With the emergence of virtual high schools, there are few market-driven obstacles preventing the determined student from completing an entire graduate distance program online. It may be only a matter of time before college students returning to school after a long hiatus decide to pursue even more of their degrees online. This point highlights the essential role future developments in both instructional design and online tutoring will play in ensuring both the success and the viability of distance education at the college level. For that emerging trend, the implementation of tutor-assisted capabilities contained in the basic OS commercial package needed by future generations of college students is more likely than any specialized tutoring software to really serve teachers and students. To finish, as an example of such, the program could not support customizable local learning objectives and assessment (like I-Start), while the program, in principle, already incorporates the operating instructions on which such capabilities depend.
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