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Live-eTutor is an online tutoring program
ran by qualified live tutor’s online perfect for your children to enhance
their education online. Online tutoring is an easy way to teach kids and to
let them have fun while learning. Live-eTutor has advanced online tutoring
techniques using an advanaced online classroom to tutor children online. By
using an online tutoring white board, both kids and tutors can write down
their thoughts and communicate effectively over the internet. Your child's
most valuable tool is his/her education and online tutoring is a great tool
enhancer. By using Live-eTutor's online tutoring services you can create a
fun online tutoring environment for your child. No more driving to a tutor
or waiting for your tutor to come to you; by using online tutoring, you
simply get online and tutors are waiting and ready to help you.
Live-eTutor's certified online tutors help kids with their homework,
studying, research and other aspects of; learning, schooling and education.
Live-eTutor also has special live tutors online that work with learning
impaired and learning disabled children. Use Live-eTutor for online
homework help, online studying help or to help tutor your kids with online
quizzes, exams and educational preparation.
Existing System:
What is e-tutoring?
Online tutoring is the use of the
Internet for tutoring activities, or we can say, It is the process by which
a student learns via the Internet with the help of a subject expert or a
tutor.
How it works?
This tutoring technique involves
use of several web-based programs to achieve its goals. Some of these
programs or applications are email, an instant messaging, online
whiteboards, etc.
t is most
effective when voice, video, graphics, and text can all be used at the same
time. Through the help of these applications a tutor can send questions,
receive accomplished exams, provide results and recommendations, clarify
the concepts, assist on assignments etc. The best thing about the program
is that students can learn at their own pace and from the comfort of their
forms due to which a lot of other activities can be possible.
It can be
applied to all student levels ranging from 1st grade to college and
further.Online tutoring Services and subject tutor are just some of the
websites where the students register and choose one of the several packages
on offer. In some of the sites there is some defined schedule, whereas in
some sites students can schedule classes according to their convenience.
Considerations
- What are the institutional or departmental
driving forces behind offering learning online?
- Do you share some of these objectives in
developing your own teaching?
- What are the main issues and areas of need
for you or your students?
- What is timely, achievable and likely to
generate the most useful changes?
Proposed System:
E-tutoring can be defined as teaching, support,
management and assessment of students on programmers of study that involve
a significant use of online technologies (TechLearn, 2000). Thus, at first
glance, e-tutoring is only different to tutoring in terms of the
involvement of technology. Herein, however, are contained vital differences
in terms of time, distance and the specific technologies adopted, and these
all have implications for teaching staff. The capabilities required can be
quite different to face-to-face teaching both in terms of integrating
appropriate forms of technology into learning activities and in managing
and supporting students' learning online.
This guidance note is aimed at teaching staff involved
in designing and delivering online learning. There are unfortunately few
"quick tips and tricks" for being an effective e-tutor. The
purpose of this guide is to assist lecturers in identifying the main
challenges of e-tutoring and to consider the kinds of skills and
capabilities that being an effective e-tutor might require. Awareness of
the distinctive considerations for e-tutoring coupled with a reflective
approach to one's own practice, should equip teaching staff with a useful
set of principles for designing and delivering teaching online.
Opportunities and support at Warwick for developing online learning and
teaching are also outlined and further guidance resources provided.
The core skills
of a good tutor are unlikely to change with a different delivery method.
The list below (expanded in the Effective Online Tutoring Guidelines, 2002)
offers some of the broad skills for e-tutoring:
- good organisation
- familiarity with the structure of the
course
- subject expertise
- enthusiasm
- ability to deploy resources effectively
- good relationships with learners
- ability to communicate
- a flexible approach.
It is absolutely
not the case that a good face-to-face tutor will be a good online tutor,
even if the necessary technical abilities are added. The tutor needs to
make these core skills work equally well in an online environment. A list
of e-tutor competencies is offered below (adapted from the IT Training
standards, see references) to assist in identifying the major factors
involved in effective e-tutoring. While an awareness of the full range of
competencies is helpful, some aspects of support to online learners might
be provided by central services (e.g. IT training, administrative and
technical support). (Note: this list specifically excludes competencies
relating to the overall design and development of an online learning
programme, which are covered separately.
Planning and
management
- Plan how e-tutoring will be employed
- Establish the technical facilities
necessary to support e-tutoring
- Provide administrative support
- Provide learners with technical and
subject matter expertise
- Initiate activities that will facilitate
learning
Communicating
with learners
- Establish relationships with new learners
- Communicate appropriately with learners
- Provide learners with support and
encouragement
Integrating ICT
tools
- Use Web pages for communication with and
between learners
- Use email for communication with learners
- Use bulletin boards and discussion forums
for communication with and between learners
- Use text, audio and video conferencing for
communication with and between learners
Reflecting on
student and tutor experiences
- Assess learners' performance
- Evaluate and continuously improve
e-tutoring support
Distinguishing a
good online tutor from an excellent one may rely on an ability to deploy
technologies effectively and imaginatively - a pedagogic skill rather than
a technical skill. Choosing between communication technologies such as
email, conferencing, chat or videoconferencing will depend on what is appropriate
to a given learning situation, rather than a knowledge of the technologies
per se. Information retrieval skills will determine whether the tutor makes
good use of the easy access to web resources as well as an ability to
evaluate the quality of materials held on remote web sites.
About E-Tutor:
Managing students
online
The impact of
time and place may cause anxieties for some lecturers as well as some
students. The remoteness of the online learning environment can generate
concerns about plagiarism and assessment of collaborative work. If courses
are to be offered internationally, there may be further issues relating to
language, culture, pedagogical assumptions, as well as transferability and
accreditation.
Online tutor time
is mostly front-loaded; getting collaborative group work established is
usually more demanding than keeping it active and useful. For the new
e-tutor, tutor overload can be an off-putting experience. However, overload
is mostly an "early adopter" phenomenon and can be spotted by
three basic problems (Mason, 2000):
- too many messages (probably also true of
student overload),
- messages directed solely at the tutor
rather than amongst student groups
- ambiguities about tutor's responsibilities
(which conferences, frequency of log-ons, pastoral and technical
support expected)
At the start, it
can often simply reflect a kind of suppressed interaction on the part of
the student that is opened up by provision of an online outlet. The
overwhelming demands can therefore settle down over time as students become
more selective about what and when they communicate online.
A useful
framework is to consider the learning management issues at various stages
of the course, e.g. before, during and after the course or online activity,
as appropriate.
The peer-to-tutor
and peer-to-peer interactions made possible in online learning can bring
clear benefits in terms of overcoming isolation and enhancing learning. The
e-tutor must take responsibility for choosing the types of communications,
for encouraging and facilitating social and educational interactions and
for ensuring that participation is appropriate and balanced. Pedagogical
input and guidance will be a key task for making sure the activities are
initiated, steered, nurtured, monitored, summarised and concluded
effectively, including considerations of the role of assessment.
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Considerations
You might check the
following whether clear and explicit information is provided to students
in terms of:
- Course design -
transparent purposes, requirements and support, peer learning
- Conference
architecture - value, amounts and
timeframes of online interactions in relation to different student
groups or numbers
- Clear guidelines -
course aims, instructions, frequency of tutor 'presence', periodic
summaries, assignments
- Preparatory materials -
sample materials and messages, examples of good practice
- Assessment details -
clarity in requirements and wording to avoid more questions to
tutors. stick or carrot, explicit marking guidelines and criteria.
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