CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: tutoring process</title> <meta name="description" content="Search results for: tutoring process"> <meta name="keywords" content="tutoring process"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="tutoring process" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="tutoring process"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15250</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: tutoring process</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15250</span> Centralizing the Teaching Process in Intelligent Tutoring System Architectures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolaj%20Troels%20Graf%20Von%20Malotky">Nikolaj Troels Graf Von Malotky</a>, <a href="https://publications.waset.org/abstracts/search?q=Robin%20Nicolay"> Robin Nicolay</a>, <a href="https://publications.waset.org/abstracts/search?q=Alke%20Martens"> Alke Martens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There exist a plethora of architectures for ITSs (Intelligent Tutoring Systems). A thorough analysis and comparison of the architectures revealed, that in most cases the architecture extensions are evolutionary grown, reflecting state of the art trends of each decade. However, from the perspective of software engineering, the main aspect of an ITS has not been reflected in any of these architectures, yet. From the perspective of cognitive research, the construction of the teaching process is what makes an ITS 'intelligent' regarding the spectrum of interaction with the students. Thus, in our approach, we focus on a behavior based architecture, which is based on the main teaching processes. To create a new general architecture for ITS, we have to define the prerequisites. This paper analyzes the current state of the existing architectures and derives rules for the behavior of ITS. It is presenting a teaching process for ITSs to be used together with the architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring" title="intelligent tutoring">intelligent tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=ITS" title=" ITS"> ITS</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20process" title=" tutoring process"> tutoring process</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20architecture" title=" system architecture"> system architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20process" title=" interaction process"> interaction process</a> </p> <a href="https://publications.waset.org/abstracts/67815/centralizing-the-teaching-process-in-intelligent-tutoring-system-architectures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15249</span> Tutoring between “The Can Do” and “The Have to”: The Case of Batna 2 University (Algeria)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radia%20Guerza">Radia Guerza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tutoring at the Algerian University has been an issue of great controversy and debate. Henceforth, the current paper is an attempt to shed light on the issue of tutoring at Algerian University. It aims to set a plan for tutoring that might meet the student's needs and challenges. It endeavors to explore the following query: “what is the role of tutoring in the Algerian university between “The CAN DO” and “The HAVE TO”? To equate with the addressed research question, an exploratory small-scale study has been carried out at Batna 2 University using questionnaires and interviews with fifty (50) teachers. Results indicate that Algerian University is still lagging behind because of the huge lack of infrastructure means, human resources, and even pedagogical resources. In addition, the majority of our teachers are reluctant to adhere to the tutorial policy due to the lack of incentives; next to that, the increasing yearly number of students and students high ratio would hardly permit any tutoring sessions. Finally, this paper is the first attempt, to our best knowledge, towards raising the awareness of our institution, staff members, teachers, and students towards the importance of tutoring and how to adopt it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a> </p> <a href="https://publications.waset.org/abstracts/153901/tutoring-between-the-can-do-and-the-have-to-the-case-of-batna-2-university-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15248</span> Perceptions of College Students on Whether an Intelligent Tutoring System Is a Tutor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smalenberger">Michael Smalenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate the benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. Developments improving the ease of ITS creation have recently increased their proliferation, leading many K-12 schools and institutions of higher education in the United States to regularly use ITS within classrooms. We investigated how students perceive their experience using an ITS. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course and were subsequently asked for feedback on their experience. Results show that their perceptions were generally favorable of the ITS, and most would seek to use an ITS both for STEM and non-STEM courses in the future. Along with detailed transaction-level data, this feedback also provides insights on the design of user-friendly interfaces, guidance on accessibility for students with impairments, the sequencing of exercises, students’ expectation of achievement, and comparisons to other tutoring experiences. We discuss how these findings are important for the creation, implementation, and evaluation of ITS as a mode and method of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20statistics%20course" title="college statistics course">college statistics course</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vivo%20study" title=" in vivo study"> in vivo study</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perceptions%20of%20tutoring" title=" student perceptions of tutoring"> student perceptions of tutoring</a> </p> <a href="https://publications.waset.org/abstracts/136666/perceptions-of-college-students-on-whether-an-intelligent-tutoring-system-is-a-tutor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15247</span> Gender, Tutoring, and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shady">Eman Shady</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We use data from the 2005-06 Egypt Household Education Survey to examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=track" title=" track"> track</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9384/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15246</span> Accessibility Centres in Higher Education Institutions: Inclusiveness and Peer Tutoring Programmes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vassilis%20Argyropoulos">Vassilis Argyropoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Nikolaraizi"> Magda Nikolaraizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Papazafiri"> Maria Papazafiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A growing number of students with disabilities attend institutions of higher education, and according to evidenced-based data, it seems that they face many obstacles regarding their academic access and inclusion. The fact that more and more students decide to actively participate in higher education, on the one hand, empowers and strengthens inclusiveness in tertiary education, but on the other hand, it brings new challenges to their access to scientific content as well as to their interactions with other students and faculty members. For this, accessibility centres have come to the fore in many higher education institutions, in order to respond to the needs of students with disabilities. In this paper, we present a study regarding the peer tutoring program, which is a service delivered by the Accessibility Centre at the University of Thessaly in Greece. Specifically, the current paper aims to describe the experiences of tutees and tutors regarding their relationships developed throughout the peer tutoring program. Twelve tutors and eight tutees with disabilities participated in the study, whose experiences were explored through interviews and were analyzed in a qualitative way. In our study, all tutees and most of the tutors described their relationship as friendly, while a few tutors preferred a more formal relationship. Also, both tutors and tutees described some of the challenges, such as setting limits or arranging an appointment. Finally, peer tutoring programs seem very promising, but in order to be effective, there is a need for training and supporting students regarding their role as well as monitoring the progress of the peer tutoring program, ensuring its smooth operation and success for both tutors and tutees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20tutoring" title=" peer tutoring"> peer tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusiveness" title=" inclusiveness"> inclusiveness</a> </p> <a href="https://publications.waset.org/abstracts/182688/accessibility-centres-in-higher-education-institutions-inclusiveness-and-peer-tutoring-programmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15245</span> Semantic Analysis of the Change in Awareness of Korean College Admission Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujin%20Hwang">Sujin Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyerang%20Park"> Hyerang Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyunchul%20Kim"> Hyunchul Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to find the effectiveness of the admission simplification policy. The number of online news articles about ‘high school record’ was collected and semantically analyzed to identify and analyze the social awareness during 2014 to 2015. The main results of the study are as follows: First, there was a difference in expectations that the burden of the examinees would decrease as announced by KCUE. Thus, there was still a strain on the university entrance exam after the enforcement of the policy. Second, private tutoring is expanding in different forms, rather than reducing the policy. It is different from the prediction that examinees can prepare for university admissions without the private tutoring. Thus, the college admission rules currently enforced needs to be improved. The reasonable college admission system changes are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title="education policy">education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring" title=" private tutoring"> private tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=shadow%20education" title=" shadow education"> shadow education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20admission%20policy" title=" education admission policy"> education admission policy</a> </p> <a href="https://publications.waset.org/abstracts/84656/semantic-analysis-of-the-change-in-awareness-of-korean-college-admission-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15244</span> The Perceptions, Experiences, and Views of E-Tutors on Active Learning in the ODeL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bunki%20Enid%20Pitsoane">Bunki Enid Pitsoane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was influenced by the radical change in the tutorial system of UNISA, immigrating from face to face to E-tutoring. The study was undertaken to investigate the perceptions, experiences, and views of E-tutors in relation to active learning. The study is aimed at capturing the views and experiences of E-tutors as they are deemed to implement active learning within their E-tutoring. The problem was traced from Developmental and behaviorist’s theorists perspective and factors related to perception, experience, and views of E-tutors on active learning. The research is aligned with the views of constructivism which put more emphasis on situated learning, chaos, and digital factors. The basis of the theory is that learning is developmental, situational and context-sensitive and also digital. The theorists further purports that the tutor’s conception of teaching and learning influence their tutoring style. In order to support or reject the findings of the literature study, qualitative research in the form of interviews and document analysis were conducted. The sample of the study constituted of 10 E-tutors who are involved in tutoring modules from the College of Education. The identified E-tutors were randomly selected based on their availability. The data concerning E-tutors perception and experience was analysed and interpreted. The results of the empirical study indicated that some tutors are struggling to implement active learning because they are digital immigrants or they lack in digital knowledge which affect productivity in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-Tutoring" title="E-Tutoring">E-Tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=views" title=" views"> views</a> </p> <a href="https://publications.waset.org/abstracts/82464/the-perceptions-experiences-and-views-of-e-tutors-on-active-learning-in-the-odel-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15243</span> Being an English Language Teaching Assistant in China: Understanding the Identity Evolution of Early-Career English Teacher in Private Tutoring Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhou%20Congling">Zhou Congling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of private tutoring has emerged as an indispensable facet in the acquisition of language proficiency beyond formal educational settings. Notably, there has been a discernible surge in the demand for private English tutoring, specifically geared towards the preparation for internationally recognized gatekeeping examinations, such as IELTS, TOEFL, GMAT, and GRE. This trajectory has engendered an escalating need for English Language Teaching Assistants (ELTAs) operating within the realm of Private Tutoring Schools (PTSs). The objective of this study is to unravel the intricate process by which these ELTAs formulate their professional identities in the nascent stages of their careers as English educators, as well as to delineate their perceptions regarding their professional trajectories. The construct of language teacher identity is inherently multifaceted, shaped by an amalgamation of individual, societal, and cultural determinants, exerting a profound influence on how language educators navigate their professional responsibilities. This investigation seeks to scrutinize the experiential and influential factors that mold the identities of ELTAs in PTSs, particularly post the culmination of their language-oriented academic programs. Employing a qualitative narrative inquiry approach, this study aims to delve into the nuanced understanding of how ELTAs conceptualize their professional identities and envision their future roles. The research methodology involves purposeful sampling and the conduct of in-depth, semi-structured interviews with ten participants. Data analysis will be conducted utilizing Barkhuizen’s Short Story Analysis, a method designed to explore a three-dimensional narrative space, elucidating the intricate interplay of personal experiences and societal contexts in shaping the identities of ELTAs. The anticipated outcomes of this study are poised to contribute substantively to a holistic comprehension of ELTA identity formation, holding practical implications for diverse stakeholders within the private tutoring sector. This research endeavors to furnish insights into strategies for the retention of ELTAs and the enhancement of overall service quality within PTSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teacher" title=" English language teacher"> English language teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring%20school" title=" private tutoring school"> private tutoring school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20identity" title=" teacher identity"> teacher identity</a> </p> <a href="https://publications.waset.org/abstracts/177761/being-an-english-language-teaching-assistant-in-china-understanding-the-identity-evolution-of-early-career-english-teacher-in-private-tutoring-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15242</span> Review of Currently Adopted Intelligent Programming Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Garcia">Rita Garcia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent Programming Tutors, IPTs, are supplemental educational devices that assist in teaching software development. These systems provide customized learning allowing the user to select the presentation pace, pedagogical strategy, and to recall previous and additional teaching materials reinforcing learning objectives. In addition, IPTs automatically records individual’s progress, providing feedback to the instructor and student. These tutoring systems have an advantage over Tutoring Systems because Intelligent Programming Tutors are not limited to one teaching strategy and can adjust when it detects the user struggling with a concept. The Intelligent Programming Tutor is a category of Intelligent Tutoring Systems, ITS. ITS are available for many fields in education, supporting different learning objectives and integrate into other learning tools, improving the student's learning experience. This study provides a comparison of the IPTs currently adopted by the educational community and will focus on the different teaching methodologies and programming languages. The study also includes the ability to integrate the IPT into other educational technologies, such as massive open online courses, MOOCs. The intention of this evaluation is to determine one system that would best serve in a larger ongoing research project and provide findings for other institutions looking to adopt an Intelligent Programming Tutor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools" title="computer education tools">computer education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20software%20development%20assistance" title=" integrated software development assistance"> integrated software development assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors" title=" intelligent programming tutors"> intelligent programming tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20systems" title=" tutoring systems"> tutoring systems</a> </p> <a href="https://publications.waset.org/abstracts/66918/review-of-currently-adopted-intelligent-programming-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15241</span> VR/AR Applications in Personalized Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andy%20Wang">Andy Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning refers to an educational approach that tailors instruction to meet the unique needs, interests, and abilities of each learner. This method of learning aims at providing students with a customized learning experience that is more engaging, interactive, and relevant to their personal lives. With generative AI technology, the author has developed a Personal Tutoring Bot (PTB) that supports personalized learning. The author is currently testing PTB in his EE 499 – Microelectronics Metrology course. Virtual Reality (VR) and Augmented Reality (AR) provide interactive and immersive learning environments that can engage student in online learning. This paper presents the rationale of integrating VR/AR tools in PTB and discusses challenges and solutions of incorporating VA/AR into the Personal Tutoring Bot (PTB). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title="personalized learning">personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20practice" title=" hands-on practice"> hands-on practice</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%2FAR%20tools" title=" VR/AR tools"> VR/AR tools</a> </p> <a href="https://publications.waset.org/abstracts/175539/vrar-applications-in-personalized-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15240</span> Methodology for Developing an Intelligent Tutoring System Based on Marzano’s Taxonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Navarro%20Perales">Joaquin Navarro Perales</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lidia%20Franzoni%20Vel%C3%A1zquez"> Ana Lidia Franzoni Velázquez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Cervantes%20P%C3%A9rez"> Francisco Cervantes Pérez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mexican educational system faces diverse challenges related with the quality and coverage of education. The development of Intelligent Tutoring Systems (ITS) may help to solve some of them by helping teachers to customize their classes according to the performance of the students in online courses. In this work, we propose the adaptation of a functional ITS based on Bloom’s taxonomy called <em>Sistema de Apoyo Generalizado para la Enseñanza Individualizada</em> (SAGE), to measure student’s metacognition and their emotional response based on Marzano’s taxonomy. The students and the system will share the control over the advance in the course, so they can improve their metacognitive skills. The system will not allow students to get access to subjects not mastered yet. The interaction between the system and the student will be implemented through Natural Language Processing techniques, thus avoiding the use of sensors to evaluate student’s response. The teacher will evaluate student’s knowledge utilization, which is equivalent to the last cognitive level in Marzano’s taxonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title="intelligent tutoring systems">intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20modelling" title=" student modelling"> student modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20computing" title=" affective computing"> affective computing</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/96468/methodology-for-developing-an-intelligent-tutoring-system-based-on-marzanos-taxonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15239</span> Exploring Perspectives and Complexities of E-tutoring: Insights from Students Opting out of Online Tutor Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prince%20Chukwuneme%20Enwereji">Prince Chukwuneme Enwereji</a>, <a href="https://publications.waset.org/abstracts/search?q=Annelien%20Van%20Rooyen"> Annelien Van Rooyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, technology integration in education has transformed the learning landscape, particularly in online institutions. One technological advancement that has gained popularity is e-tutoring, which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. However, little attention has been given to understanding the perspectives of students who have not utilized these services. The research objectives include identifying the perceived benefits that non-e-tutoring students believe e-tutoring could offer, such as enhanced academic support, personalized learning experiences, and improved performance. Additionally, the study explored the potential drawbacks or concerns that non-e-tutoring students associate with e-tutoring, such as concerns about efficacy, a lack of face-to-face interaction, and platform accessibility. The study adopted a quantitative research approach with a descriptive design to gather and analyze data on non-e-tutoring students' perspectives. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many participants. The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also exhibit high levels of motivation, believe in their ability to effectively participate in their studies and organize their academic work, and feel comfortable studying on their own without the help of e-tutors. However, non-e-tutoring students feel that e-tutors do not sufficiently address their academic needs and lack engagement. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Furthermore, non-e-tutoring students express a desire for interactions with their peers and a sense of belonging to a group or team. They value opportunities for collaboration, teamwork in their learning experience, the importance of fostering social interactions and creating a sense of community in online learning environments. This study recommended that students seek alternate support systems by reaching out to professors or academic advisors for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their own learning through setting objectives, creating own study plans, and utilising resources. For HEIs, it was recommended that they should ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students. HEIs should also ensure easy access to online resources, promote a supportive community, and regularly evaluate and adapt their support techniques to meet students' changing requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online-tutor%3B" title="online-tutor;">online-tutor;</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support%3B" title=" student support;"> student support;</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/169801/exploring-perspectives-and-complexities-of-e-tutoring-insights-from-students-opting-out-of-online-tutor-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15238</span> Collaboration and Automatic Tutoring as a Learning Strategy: A Case Study in Programming Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20H.%20Gonzalez-Guerra">Luis H. Gonzalez-Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Armandina%20J.%20Leal-Flores"> Armandina J. Leal-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students attending classrooms nowadays are habituated to use digital devices all the time and for multiple things. They have been familiar with digital technology throughout their lives so they have developed skills that should be naturally adopted as part of their study strategies. New learning styles require taking in consideration the use of models that support and promote student motivation for learning and development of their creative thinking skills. To achieve student learning in programming courses, different strategies are used. One of them is a collaboration between students, which is a tool which faculty can take advantage of when teaching these kinds of courses. Moreover, cooperation is an essential skill that society should reinforce in order to promote a healthy social environment and cohabitation. Nevertheless, students will still require support and advice to get a complete and correct programming solution to successfully address and solve the problems given throughout the course. This paper present a model where collaboration between students is associated with an automatic tutoring platform providing an excellent approach for the individual learning in collaborative activities in programming courses, and also motivates students to increase their knowledge regarding the topics covered in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20tutoring" title="automatic tutoring">automatic tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20learning" title=" collaboration learning"> collaboration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/74564/collaboration-and-automatic-tutoring-as-a-learning-strategy-a-case-study-in-programming-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15237</span> Intelligent Scaffolding Diagnostic Tutoring Systems to Enhance Students’ Academic Reading Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Chayaporn%20Kaoropthai">A.Chayaporn Kaoropthai</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Onjaree%20Natakuatoong"> B. Onjaree Natakuatoong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Nagul%20Cooharojananone"> C. Nagul Cooharojananone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first year is usually the most critical year for university students. Generally, a considerable number of first-year students worldwide drop out of university every year. One of the major reasons for dropping out is failing. Although they are supposed to have mastered sufficient English proficiency upon completing their high school education, most first-year students are still novices in academic reading. Due to their lack of experience in academic reading, first-year students need significant support from teachers to help develop their academic reading skills. Reading strategies training is thus a necessity and plays a crucial role in classroom instruction. However, individual differences in both students, as well as teachers, are the main factors contributing to the failure in not responding to each individual student’s needs. For this reason, reading strategies training inevitably needs a diagnosis of students’ academic reading skills levels before, during, and after learning, in order to respond to their different needs. To further support reading strategies training, scaffolding is proposed to facilitate students in understanding and practicing using reading strategies under the teachers’ guidance. The use of the Intelligent Tutoring Systems (ITSs) as a tool for diagnosing students’ reading problems will be very beneficial to both students and their teachers. The ITSs consist of four major modules: the Expert module, the Student module, the Diagnostic module, and the User Interface module. The application of Artificial Intelligence (AI) enables the systems to perform diagnosis consistently and appropriately for each individual student. Thus, it is essential to develop the Intelligent Scaffolding Diagnostic Reading Strategies Tutoring Systems to enhance first-year students’ academic reading skills. The systems proposed will contribute to resolving classroom reading strategies training problems, developing students’ academic reading skills, and facilitating teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20reading" title="academic reading">academic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/30617/intelligent-scaffolding-diagnostic-tutoring-systems-to-enhance-students-academic-reading-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15236</span> Ontology-Navigated Tutoring System for Flipped-Mastery Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masao%20Okabe">Masao Okabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in Japan, variety of students get into a university and one of the main roles of introductory courses for freshmen is to make such students well prepared for subsequent intermediate courses. For that purpose, the flipped-mastery model is not enough because videos usually used in a flipped classroom is not adaptive and does not fit all freshmen with different academic performances. This paper proposes an ontology-navigated tutoring system called EduGraph. Using EduGraph, students can prepare for and review a class, in a more flexibly personalizable way than by videos. Structuralizing learning materials by its ontology, EduGraph also helps students integrate what they learn as knowledge, and makes learning materials sharable. EduGraph was used for an introductory course for freshmen. This application suggests that EduGraph is effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning" title="adaptive e-learning">adaptive e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/51709/ontology-navigated-tutoring-system-for-flipped-mastery-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15235</span> [Keynote Talk]: Three Key Ideas to Undergraduate Thesis Project Tutoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Becerra-Traver">M. T. Becerra-Traver</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Montanero"> M. Montanero</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Alejo"> R. Alejo</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ant%C3%BAnez"> A. Antúnez</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ca%C3%B1amero"> P. Cañamero</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20J.%20Fern%C3%A1ndez"> M. J. Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20G%C3%B3mez"> M. Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20L.%20Medialdea"> A. L. Medialdea</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20D.%20Mart%C3%ADnez"> J. D. Martínez</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Piquer-P%C3%ADriz"> A. M. Piquer-Píriz</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20J.%20Rabazo"> M. J. Rabazo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The introduction of new subjects at university level, brought about with the implementation of the European Higher Education Area (EHEA), has meant changes for students and lecturers that, in the case of the latter, have also revealed a need for further training. In our context, one of the main changes has been the introduction of Undergraduate Thesis Projects (UTPs) in the degrees taught in our faculty: Pre-Primary and Primary Education. The aim of this paper is to analyze UTPs and to provide some suggestions that can help both students and lecturers in the process. UTPs complete the university training cycle of the Degree Studies and entail the elaboration of a written piece of work, supervised by a professor and presented to a panel in order to ensure that students acquire the required competences of these Degrees to develop an autonomous, responsible and comprehensive activity. In addition, UTPs develop students’ abilities for oral presentations and to defend and argue their own ideas. One of the first difficulties in the supervision of UTPs is that most of the students do not know how to write an academic text. To solve this problem, we propose a three-phase model based on planning, textualization and review. The implementation of this model has enabled us to see a successful evolution in the correct development of the academic dissertations that students submit at the end their degrees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20task" title="academic task">academic task</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/69255/keynote-talk-three-key-ideas-to-undergraduate-thesis-project-tutoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15234</span> ILearn, a Pathway to Progress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reni%20Francis">Reni Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning has transcended the classroom boundaries to create a learner centric, interactive, and integrative teaching learning environment. This study analysed the impact of iLearn on the teaching, learning, and evaluation among 100 teacher trainees. The objectives were to cater to the different learning styles of the teacher trainees, to incorporate innovative teaching learning activities, to assist in peer tutoring, to implement different evaluation processes. i: Identifying the learning styles among the teacher trainees through VARK Learning style checklist was followed by planning the teaching-learning process to meet the learning styles of the teacher trainees. L: Leveraging innovations in teaching- learning by planning and creating modules incorporating innovative teaching learning and hence the concept based year plan was prepared. E: Engage learning through constructivism using different teaching methodology to engage the teacher trainees in the learning process through Workshop, Round Robin, Gallery walk, Co-Operative learning, Think-Pair-Share, EDMODO, Course Networking, Concept Map, Brainstorming Sessions, Video Clippings. A: Assessing the learning through an Open Book assignment, Closed book assignment, and Multiple Choice Questions and Seminar presentation. R: Remediation through peer tutoring through Mentor-mentee approach in the tutorial groups, Group work, Library Hours. N: Norming new standards. This was done in the form of extended remediation and tutorials to understand the need of the teacher trainee and support them for further achievements in learning through Face to face interaction, Supervised Study Circle, Mobile (Device) learning. The findings of the study revealed the positive impact of iLearn towards student achievement and enhanced social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20strategy" title=" innovative strategy"> innovative strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/25789/ilearn-a-pathway-to-progress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15233</span> 'You’re Not Alone': Peer Feedback Practices for Cross-Cultural Writing Classrooms and Centers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cassandra%20Branham">Cassandra Branham</a>, <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Farrar"> Danielle Farrar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As writing instructors and writing center administrators at a large research university with a significant population of English language learners (ELLs), we are interested in how peer feedback pedagogy can be effectively translated for writing center purposes, as well as how various modes of peer feedback can enrich the learning experiences of L1 and L2 writers in these spaces. Although peer feedback is widely used in classrooms and centers, instructor, student, and researcher opinions vary in respect to its effectiveness. We argue that peer feedback - traditional and digital, synchronous and asynchronous - is an indispensable element for both classrooms and centers and emphasize that it should occur with both L1 and L2 students to further develop an array of reading and writing skills. We also believe that further understanding of the best practices of peer feedback in such cross-cultural spaces, like the classroom and center, can optimize the benefits of peer feedback. After a critical review of the literature, we implemented an embedded tutoring program in our university’s writing center in collaboration with its First-Year Composition (FYC) program and Language Institute. The embedded tutoring program matches a graduate writing consultant with L1 and L2 writers enrolled in controlled-matriculation composition courses where ELLs make up at least 50% of each class. Furthermore, this program is informed by what we argue to be some best practices of peer feedback for both classroom and center purposes, including expectation-based training through rubrics, modeling effective feedback, hybridizing traditional and digital modes of feedback, recognizing the significance the body in composition (what we call writer embodiment), and maximizing digital technologies to exploit extended cognition. After conducting surveys and follow-up interviews with students, instructors, and writing consultants in the embedded tutoring program, we found that not only did students see an increased value in peer feedback, but also instructors saw an improvement in both writing style and critical thinking skills. Our L2 participants noted improvements in language acquisition while our L1 students recognized a broadening of their worldviews. We believe that both L1 and L2 students developed self-efficacy and agency in their identities as writers because they gained confidence in their abilities to offer feedback, as well as in the legitimacy of feedback they received from peers. We also argue that these best practices situate novice writers as experts, as writers become a valued and integral part of the revision process with their own and their peers’ papers. Finally, the use of iPads in embedded tutoring recovered the importance of the body and its senses in writing; the highly sensory feedback from these multi-modal sessions that offer audio and visual input underscores the significant role both the body and mind play in compositional practices. After beginning with a brief review of the literature that sparked this research, this paper will discuss the embedded tutoring program in detail, report on the results of the pilot program, and will conclude with a discussion of the pedagogical implications that arise from this research for both classroom and center. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title="English language learners">English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20feedback" title=" peer feedback"> peer feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20center" title=" writing center"> writing center</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20classroom" title=" writing classroom"> writing classroom</a> </p> <a href="https://publications.waset.org/abstracts/36973/youre-not-alone-peer-feedback-practices-for-cross-cultural-writing-classrooms-and-centers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36973.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15232</span> Don't Just Guess and Slip: Estimating Bayesian Knowledge Tracing Parameters When Observations Are Scant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smalenberger">Michael Smalenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate and even exceed some benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. A common facet of many ITS is their use of Bayesian Knowledge Tracing (BKT) to estimate parameters necessary for the implementation of the artificial intelligence component, and for the probability of mastery of a knowledge component relevant to the ITS. While various techniques exist to estimate these parameters and probability of mastery, none directly and reliably ask the user to self-assess these. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course for which detailed transaction-level observations were recorded, and users were also routinely asked direct questions that would lead to such a self-assessment. Comparisons were made between these self-assessed values and those obtained using commonly used estimation techniques. Our findings show that such self-assessments are particularly relevant at the early stages of ITS usage while transaction level data are scant. Once a user’s transaction level data become available after sufficient ITS usage, these can replace the self-assessments in order to eliminate the identifiability problem in BKT. We discuss how these findings are relevant to the number of exercises necessary to lead to mastery of a knowledge component, the associated implications on learning curves, and its relevance to instruction time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20Knowledge%20Tracing" title="Bayesian Knowledge Tracing">Bayesian Knowledge Tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=Intelligent%20Tutoring%20System" title=" Intelligent Tutoring System"> Intelligent Tutoring System</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vivo%20study" title=" in vivo study"> in vivo study</a>, <a href="https://publications.waset.org/abstracts/search?q=parameter%20estimation" title=" parameter estimation"> parameter estimation</a> </p> <a href="https://publications.waset.org/abstracts/136670/dont-just-guess-and-slip-estimating-bayesian-knowledge-tracing-parameters-when-observations-are-scant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15231</span> Computer Assisted Learning in a Less Resource Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamidullah%20Sokout">Hamidullah Sokout</a>, <a href="https://publications.waset.org/abstracts/search?q=Samiullah%20Paracha"> Samiullah Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rashid%20Ahmadi"> Abdul Rashid Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passing the entrance exam to a university is a major step in one's life. University entrance exam commonly known as Kankor is the nationwide entrance exam in Afghanistan. This examination is prerequisite for all public and private higher education institutions at undergraduate level. It is usually taken by students who are graduated from high schools. In this paper, we reflect the major educational school graduates issues and propose ICT-based test preparation environment, known as ‘Online Kankor Exam Prep System’ to give students the tools to help them pass the university entrance exam on the first try. The system is based on Intelligent Tutoring System (ITS), which introduced an essential package of educational technology for learners that features: (i) exam-focused questions and content; (ii) self-assessment environment; and (iii) test preparation strategies in order to help students to acquire the necessary skills in their carrier and keep them up-to-date with instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20test%20prep%20systems" title="web-based test prep systems">web-based test prep systems</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20design" title=" learner-centered design"> learner-centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a> </p> <a href="https://publications.waset.org/abstracts/14082/computer-assisted-learning-in-a-less-resource-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15230</span> The Learning Styles Approach to Math Instruction: Improving Math Achievement and Motivation among Low Achievers in Kuwaiti Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eisa%20M.%20Al-Balhan">Eisa M. Al-Balhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamdouh%20M.%20Soliman"> Mamdouh M. Soliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduced learning styles techniques into mathematics teaching to improve mathematics achievement and motivation among Kuwaiti fourth- and fifth-grade low achievers. The study consisted of two groups. The control group (N = 212) received traditional math tutoring based on a textbook and the tutor’s knowledge of math. The experimental group (N = 209) received math tutoring from instructors trained in the Learning Style™ approach. Three instruments were used: Motivation Scale towards Mathematics; Achievement in Mathematics Test; and the manual of learning style approach indicating the individual’s preferred learning style: AKV, AVK, KAV, KVA, VAK, or VKA. The participating teachers taught to the detected learning style of each student or group. The findings show significant improvement in achievement and motivation towards mathematics in the experimental group. The outcome offers information to variables affecting achievement and motivation towards mathematics and demonstrates the leading role of Kuwait in education within the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title="elementary school">elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20low%20achievers" title=" math low achievers"> math low achievers</a>, <a href="https://publications.waset.org/abstracts/search?q=SmartWired%E2%84%A2" title=" SmartWired™"> SmartWired™</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20instruction" title=" math instruction"> math instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/158887/the-learning-styles-approach-to-math-instruction-improving-math-achievement-and-motivation-among-low-achievers-in-kuwaiti-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15229</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15228</span> An Evaluation of the MathMates Program Implemented in Andrew Hamilton Public School as Part of College-Community Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haofei%20Li">Haofei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To support academic growth and foster love of learning, MathMates has been introduced for grade 6-8 students at Andrew Hamilton public school in 2022. The program is targeted at students from diverse backgrounds, particularly those underperforming in Pennsylvania System of School Assessment (PSSA) exams. Then, this study aims to evaluate the efficacy of MathMates by comparing student performance on the PSSA test, before and after the intervention. Through a randomized control trial, the study will collect associated costs using the ingredients method and measure the effectiveness for cost-effectiveness analysis. Text messages will be sent to parents/guardians as a reminder of the program and to encourage student participation. The findings of this study will provide valuable insights for funding organizations seeking to understand the impact and costs of math tutoring interventions on student academic achievement, which also emphasizes the importance of the collaborative efforts between higher education and local public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20tutoring" title=" mathematics tutoring"> mathematics tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=college-community%20initiative" title=" college-community initiative"> college-community initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20schools" title=" middle schools"> middle schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Philadelphia%20public%20schools" title=" Philadelphia public schools"> Philadelphia public schools</a>, <a href="https://publications.waset.org/abstracts/search?q=after-school%20program" title=" after-school program"> after-school program</a>, <a href="https://publications.waset.org/abstracts/search?q=PSSA" title=" PSSA"> PSSA</a> </p> <a href="https://publications.waset.org/abstracts/166163/an-evaluation-of-the-mathmates-program-implemented-in-andrew-hamilton-public-school-as-part-of-college-community-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15227</span> Role of Feedbacks in Simulation-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usman%20Ghani">Usman Ghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback is a vital element for improving student learning in a simulation-based training as it guides and refines learning through scaffolding. A number of studies in literature have shown that students’ learning is enhanced when feedback is provided with personalized tutoring that offers specific guidance and adapts feedback to the learner in a one-to-one environment. Thus, emulating these adaptive aspects of human tutoring in simulation provides an effective methodology to train individuals. This paper presents the results of a study that investigated the effectiveness of automating different types of feedback techniques such as Knowledge-of-Correct-Response (KCR) and Answer-Until- Correct (AUC) in software simulation for learning basic information technology concepts. For the purpose of comparison, techniques like simulation with zero or no-feedback (NFB) and traditional hands-on (HON) learning environments are also examined. The paper presents the summary of findings based on quantitative analyses which reveal that the simulation based instructional strategies are at least as effective as hands-on teaching methodologies for the purpose of learning of IT concepts. The paper also compares the results of the study with the earlier studies and recommends strategies for using feedback mechanism to improve students’ learning in designing and simulation-based IT training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on" title=" hands-on"> hands-on</a>, <a href="https://publications.waset.org/abstracts/search?q=labs" title=" labs"> labs</a> </p> <a href="https://publications.waset.org/abstracts/41832/role-of-feedbacks-in-simulation-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15226</span> Intelligent Tutor Using Adaptive Learning to Partial Discharges with Virtual Reality Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hern%C3%A1ndez%20Yasmi%CC%81n">Hernández Yasmín</a>, <a href="https://publications.waset.org/abstracts/search?q=Ochoa%20Alberto"> Ochoa Alberto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hurtado%20Diego"> Hurtado Diego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is developing an intelligent tutoring system for electrical operators training with virtual reality systems at the laboratory center of partials discharges LAPEM. The electrical domain requires efficient and well trained personnel, due to the danger involved in the partials discharges field, qualified electricians are required. This paper presents an overview of the intelligent tutor adaptive learning design and user interface with VR. We propose the develop of constructing a model domain of a subset of partial discharges enables adaptive training through a trainee model which represents the affective and knowledge states of trainees. According to the success of the intelligent tutor system with VR, it is also hypothesized that the trainees will able to learn the electrical domain installations of partial discharges and gain knowledge more efficient and well trained than trainees using traditional methods of teaching without running any risk of being in danger, traditional methods makes training lengthily, costly and dangerously. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title="intelligent tutoring system">intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=partials%20discharges" title=" partials discharges"> partials discharges</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20learning" title=" adaptive learning"> adaptive learning</a> </p> <a href="https://publications.waset.org/abstracts/68020/intelligent-tutor-using-adaptive-learning-to-partial-discharges-with-virtual-reality-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15225</span> Do Interventions for Increasing Minorities' Access to Higher Education Work? The Case of Ethiopians in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Nasser-Abu%20Alhija">F. Nasser-Abu Alhija</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many countries, much efforts and resources are devoted to empowering and integrating minorities within the mainstream population. Major ventures in this route are crafted in higher education institutions where different outreach programs and methods such as lenient entry requirements, monitory incentives, learning skills workshops, tutoring and mentoring, are utilized. Although there is some information regarding these programs, their effectiveness still needs to be thoroughly examined. The Ethiopian community In Israel is one of the minority groups that has been targeted by sponsoring foundations and higher education institutions with the aim to ease the access, persistence and success of its young people in higher education and later in the job market. The evaluation study we propose to present focuses on the implementation of a program designed for this purpose. This program offers relevant candidates for study at a prestigious university a variety of generous incentives that include tuitions, livening allowance, tutoring, mentoring, skills and empowerment workshops and cultural meetings. Ten students were selected for the program and they started their studies in different subject areas before three and half years. A longitudinal evaluation has been conducted since the implementation of the program. Data were collected from different sources: participating students, program coordinator, mentors, tutors, program documents and university records. Questionnaires and interviews were used for collecting data on the different components of the program and on participants' perception of their effectiveness. Participants indicate that the lenient entry requirements and the monitory incentives are critical for starting their studies. During the first year, skills and empowering workshops, torturing and mentoring were evaluated as very important for persistence and success in studies. Tutoring was perceived as very important also at the second year but less importance is attributed to mentoring. Mixed results regarding integration in the Israeli culture emerged. The results are discussed with reference to findings from different settings around the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access%20to%20higher%20education" title="access to higher education">access to higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20groups" title=" minority groups"> minority groups</a>, <a href="https://publications.waset.org/abstracts/search?q=monitory%20incentives" title=" monitory incentives"> monitory incentives</a>, <a href="https://publications.waset.org/abstracts/search?q=torturing" title=" torturing"> torturing</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/27871/do-interventions-for-increasing-minorities-access-to-higher-education-work-the-case-of-ethiopians-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15224</span> An Intelligent Tutoring System Enriched with 3D Virtual Reality for Dentistry Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meltem%20Ery%C4%B1lmaz">Meltem Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the emergence of the COVID-19 infection outbreak, the socio-cultural, political, economic, educational systems dynamics of the world have gone through a major change, especially in the educational field, specifically dentistry preclinical education, where the students must have a certain amount of real-time experience in endodontics and other various procedures. The totality of the digital and physical elements that make our five sense organs feel as if we really exist in a virtual world is called virtual reality. Virtual reality, which is very popular today, has started to be used in education. With the inclusion of developing technology in education and training environments, virtual learning platforms have been designed to enrich students' learning experiences. The field of health is also affected by these current developments, and the number of virtual reality applications developed for students studying dentistry is increasing day by day. The most widely used tools of this technology are virtual reality glasses. With virtual reality glasses, you can look any way you want in a world designed in 3D and navigate as you wish. With this project, solutions that will respond to different types of dental practices of students who study dentistry with virtual reality applications are produced. With this application, students who cannot find the opportunity to work with patients in distance education or who want to improve themselves at home have unlimited trial opportunities. Unity 2021, Visual Studio 2019, Cardboard SDK are used in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dentistry" title="dentistry">dentistry</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/141811/an-intelligent-tutoring-system-enriched-with-3d-virtual-reality-for-dentistry-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15223</span> Towards a Model of Support in the Areas of Services of Educational Assistance and Tutoring in Middle Education in Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margarita%20Zavala">Margarita Zavala</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20Rol%C3%B3n"> Julio Rolón</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Chavira"> Gabriel Chavira</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Gonz%C3%A1lez"> José González</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Orozco"> Jorge Orozco</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Pichardo"> Roberto Pichardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a neuralgic stage in the formation of every human being, generally at this stage is when the middle school level is studied. In 2006 in Mexico incorporated “mentoring" space to assist students in their integration and participation in life. In public middle schools, is sometimes difficult to be aware of situations that affect students because of the number of them and traditional records management. Whit this they lose the opportunity to provide timely support as a preventive way. In order to provide this support, it is required to know the students by detecting the relevant information that has greater impact on their learning process. This research is looking to check if it is possible to identify student’s relevant information to detect when it is at risk, and then to propose a model to manage in a proper way such information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring%20system%20support" title=" mentoring system support"> mentoring system support</a> </p> <a href="https://publications.waset.org/abstracts/11203/towards-a-model-of-support-in-the-areas-of-services-of-educational-assistance-and-tutoring-in-middle-education-in-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15222</span> Behavior of Engineering Students in Kuwait University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20A.%20Al-Ajmi">Mohammed A. Al-Ajmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Reem%20S.%20Al-Kandari"> Reem S. Al-Kandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is concerned with the behavior of engineering students in Kuwait University which became a concern due to the global issues of education in all levels. A survey has been conducted to identify academic and societal issues that affect the engineering student performance through. The study is drawing major conclusions with regard to private tutoring and the online availability of textbooks’ solution manuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solution%20manual" title="solution manual">solution manual</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=textbook" title=" textbook"> textbook</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a> </p> <a href="https://publications.waset.org/abstracts/3516/behavior-of-engineering-students-in-kuwait-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15221</span> Examining a Volunteer-Tutoring Program for Students with Special Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Dean%20Hampton">David Dean Hampton</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Morrison"> William Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Rizza"> Mary Rizza</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20Osborn"> Jan Osborn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This evaluation examined the effects of a supplemental reading intervThis evaluation examined the effects of a supplemental reading intervention for students with specific learning disabilities in reading who were presented with below grade level on fall benchmark scores on DIBELS 6th ed. Revised. Participants consisted of a condition group, those who received supplemental reading instruction in addition to core + special education services and a comparison group of students who were at grade level in their fall benchmark scores. The students in the condition group received 26 weeks of Project MORE instruction delivered multiple times each week from trained volunteer tutors. Using a regression-discontinuity design, condition and comparison groups were compared on reading development growth using DIBELS ORF. Significant findings were reported for grade 2, 3, and 4. ntion for students with specific learning disabilities in reading who presented with below grade level on fall benchmark scores on DIBELS 6th ed. Revised. Participants consisted of a condition group, those who received supplemental reading instruction in addition to core + special education services and a comparison group of students who were at grade level in their fall benchmark scores. The students in the condition group received 26 weeks of Project MORE instruction delivered multiple times each week from trained volunteer tutors. Using a regression-discontinuity design, condition and comparison groups were compared on reading development growth using DIBELS ORF. Significant findings were reported for grade 2, 3, and 4. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20practices" title=" evidence-based practices"> evidence-based practices</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a> </p> <a href="https://publications.waset.org/abstracts/169659/examining-a-volunteer-tutoring-program-for-students-with-special-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=508">508</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=509">509</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=tutoring%20process&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>