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Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment
ARTICLE

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Interactive Learning Environments Volume 24, Number 6, ISSN 1049-4820

Abstract

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.

Citation

Chae, S.E. & Shin, J.H. (2016). Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment. Interactive Learning Environments, 24(6), 1371-1385. Retrieved December 1, 2022 from .

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