Explorations in Teaching Research by a Tutoring Institution in China

Autor/inn/en	Bai, Yunfeng; Tang, Xueli; Li, Xingfang; Fan, Shunan
Titel	Explorations in Teaching Research by a Tutoring Institution in China
Quelle	In: ECNU Review of Education, 2 (2019) 1, S.87-94 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Foreign Countries; Educational Research; Teaching Methods; Private Education; Supplementary Education; Tutoring; Tutorial Programs; Academic Standards; Student Centered Learning; Educational Cooperation; Educational Quality; Intelligent Tutoring Systems; Technology Uses in Education; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Privatunterricht; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Education; cooperation; Kooperation; Quality of education; Bildungsqualität; Intelligentes Tutorsystem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Purpose: This article focuses on rarely explored organizational practice of teaching research in China's private tutoring industry. Taking a large private tutoring institution as an example, the article examines how private tutoring institutions understand and engage in educational explorations of standardization and informatization processes. Design/Approach/Methods: The article is based on a case study of one of the biggest tutoring companies in China. The study started with document analysis of the institutional history, supplemented by interviews with personnel who have worked in the institution since it was founded. Next, the researchers collected empirical data using mixed methods. Quantitative data were obtained from the user database owned by the institution. Qualitative data were collected directly by the researchers through interviews and participant observation. Both qualitative and quantitative data were analyzed from multiple perspectives. Findings: Teaching research in private tutoring institutions commonly differs from that in public schooling. In this particular case, it is technology-driven, student-tailored, and process-standardized. Utilized well, it can supplement the mainstream public education system and promote education innovation and equity throughout the country. Originality/Value: It is hoped that this article could give some insights into the possibility of the cooperation between formal schools and tutoring institutions in the areas of teaching research and other in-class and off-campus activities. The article can also draw public attention to the necessity and benefits of adopting technical methods in the teaching process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01