Investigating Microadaptation in One-to-One Human Tutoring

Autor/inn/en	Siler, Stephanie Ann; VanLehn, Kurt
Titel	Investigating Microadaptation in One-to-One Human Tutoring
Quelle	In: Journal of Experimental Education, 83 (2015) 3, S.344-367 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.907224
Schlagwörter	Tutoring; Instructional Effectiveness; Teaching Methods; Teacher Student Relationship; Teaching Experience; Interpersonal Communication; Interpersonal Relationship; Achievement Gains; Concept Teaching; Student Adjustment; Models; Student Evaluation; Minimum Competency Testing; Performance Factors; Accuracy; Difficulty Level; Questioning Techniques; Time Perspective; Undergraduate Students; Questionnaires; Pretests Posttests; Scores; Aptitude Treatment Interaction; Academic Achievement; Investigations; Familiarity + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Achievement gain; Leistungssteigerung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Analogiemodell; Schulnote; Studentische Bewertung; Leistungsindikator; Schwierigkeitsgrad; Befragungstechnik; Fragetechnik; Zeitbezug; Fragebogen; Schulleistung; Untersuchung
Abstract	The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01