Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized pre‐test and post‐test design with a delayed post‐test. During the four‐week intervention, students were required to carry out eight lab tasks in total. The students filled in a 17‐item self‐assessment of learning gain questionnaire on the last day. Analyses of students’ learning achievements showed that students in both the collaborative learning and peer tutoring situations outperformed those learning individually with hints. The delayed post‐test, which was administered three months later, revealed that students who had been in the peer tutoring situation outscored those in the collaborative learning situation. Student self‐assessment questionnaires on learning gain provided further details in this regard.
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Society and (higher) education have changed rapidly in recent decades. For example, since knowledge has become more volatile, life-long learning has become increasingly important. Higher education itself has been subject of change in the last decade as well. Particularly in the wake of social-constructivist theories, many institutes have transformed their learning approach to a model in which students are involved in different activities at different moments. Thus, student populations are becoming more heterogeneous. For example, they have different tutoring needs. This leads to an increasing workload for teachers. At the same time, students have changed in their expectations. A young generation of students, who grew up with ICT embedded in their daily lives, have become used to the almost instant availability of knowledge and accessibility of people through the internet. The aim of this research paper is to propose a solution for the extensive and diverse tutoring needs that have arisen in these novel societal and educational settings. Peer tutoring is indicated to be a promising replacement for teacher guidance in certain contexts. An important problem in its implementation, however, is how peers should be matched and how the tutoring itself should be organised. Instant messaging is proposed as a possible vehicle for solving these problems. Our study focuses on developing a system for automated allocated peer tutoring through instant messaging. A first version of the system was made available to two groups of students, one in distance education, the other in regular education. A selection of students participated in interviews, providing data on the feasibility and acceptance of this implementation of allocated synchronous peer tutoring. The interview data indicate that students are positive towards system-allocated peer tutoring, but that the context in which it is implemented is crucial.
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What makes an educational game good? This paper describes three research directions that could provide insight in the underlying principles of effective educational games. These aspects are 1) The importance of distinguishing between types of to-be-learned knowledge, 2) the need to understand the relationship between game mechanics and learning goals, and 3) using research on intelligent tutoring systems to create more personalized learning experiences. Central in these directions is the concept of cognition and how it impacts the educational effectiveness of an educational game. This paper will give a short introduction on cognition and discuss why the research directions require further research.
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Worldwide, an increasing number of students seek private supplementary tutoring, known as ‘shadow education.’ Various studies report social class differences in the use of shadow education. High-SES families may invest in shadow education as a form of concerted cultivation, seeking to improve their children’s school achievement. In this study, we apply meta-analytic structural equation modeling to explore relationships between parental education, income, and the use of shadow education across nations and educational contexts. We find robust relationships between parental education, income and the use of shadow education. Moreover, we assess a mediating role of shadow education in the relationship between SES and achievement. Shadow education appears to fulfill a competitive function for privileged families who seek to secure advantage in educational competition. We conclude that educational research, particularly research concerned with inequality of opportunities, needs to take account of the progressively prominent position of shadow education in the educational landscape.
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In opdracht van de Gemeente Den Haag en de faculteit ‘Astronomy and Society’ van de Universiteit Leiden, presenteren wij hierbij de evaluatie van het project ‘Studenten voor Educatie’ (hierna te noemen: 'het project'). De evaluatie beoogt bij te dragen aan een duurzame en strategisch partnerschap tussen de gemeente, de basisscholen en Stichting Brede Buurtschool als ook studenten. Samenwerking tussen deze partners staat centraal in het project. Dit project beoogt met gerichte inzet van tutoring door studenten, basisscholen te ondersteunen bij verschillende uitdagingen die zijn veroorzaakt en/of verergerd door de COVID19 -pandemie met langdurige gevolgen, zoals: 1. Leerachterstand—veel leerlingen raken steeds verder achterop in hun academische, creatieve en emotionele ontwikkeling; 2. Werkdruk — de werkdruk voor leerkrachten neemt tegelijkertijd exponentieel toe.
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In this paper, we examine the process of designing robot-performed iconic hand gestures in the context of a long-term study into second language tutoring with children of approximately 5 years old. We explore four factors that may relate to their efficacy in supporting second language tutoring: the age of participating children; differences between gestures for various semantic categories, e.g. measurement words, such as small, versus counting words, such as five; the quality (comprehensibility) of the robot’s gestures; and spontaneous reenactment or imitation of the gestures. Age was found to relate to children’s learning outcomes, with older children benefiting more from the robot’s iconic gestures than younger children, particularly for measurement words. We found no conclusive evidence that the quality of the gestures or spontaneous reenactment of said gestures related to learning outcomes. We further propose several improvements to the process of designing and implementing a robot’s iconic gesture repertoire.
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This paper analyses the impact of two structural context factors on mathematics teacher students. First, the Netherlands is coping with a massive mathematics teacher shortage. Second, the Dutch knowledge-economy feeds the private tutoring sector. The impact on young teacher-students is tremendous; they start working as a teacher too early. Besides successful studying, broader professionalization and quality of mathematics education are in jeopardy. A quick-fix for mathematics education might do more damage than foreseen.
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We developed an application which allows learners to construct qualitative representations of dynamic systems to aid them in learning subject content knowledge and system thinking skills simultaneously. Within this application, we implemented a lightweight support function which automatically generates help from a norm-representation to aid learners as they construct these qualitative representations. This support can be expected to improve learning. Using this function it is not necessary to define in advance possible errors that learners may make and the subsequent feedback. Also, no data from (previous) learners is required. Such a lightweight support function is ideal for situations where lessons are designed for a wide variety of topics for small groups of learners. Here, we report on the use and impact of this support function in two lessons: Star Formation and Neolithic Age. A total of 63 ninth-grade learners from secondary school participated. The study used a pretest/intervention/post-test design with two conditions (no support vs. support) for both lessons. Learners with access to the support create better representations, learn more subject content knowledge, and improve their system thinking skills. Learners use the support throughout the lessons, more often than they would use support from the teacher. We also found no evidence for misuse, i.e., 'gaming the system', of the support function.
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