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ERIC Number: EJ1112621
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment
Chae, Soo Eun; Shin, Jae-Han
Interactive Learning Environments, v24 n6 p1371-1385 2016
This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the "e-study" program, and completed tutoring style and academic satisfaction evaluation surveys. Students' login and posting frequency in the "e-study" program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors' guiding activities as opposed to facilitating were not significant contributors to students' academic outcomes. The effect of tutors' facilitating styles in an online learning environment was significant as being found in the existent literature.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea