Tutoring: A Method of Facilitating Active Learning

Authors

  • Ardagul N. Nurmukhanbetova L.N. Gumilyov Eurasian National University, Nur-Sultan, Republic of
  • Zhazira E. Abdykhalykova L.N. Gumilyov Eurasian National University, Nur-Sultan, Republic of Kazakhstan; Peoples' Friendship University of Russia (RUDN University), Moscow
  • Zhazira D. Abdullayeva L.N. Gumilyov Eurasian National University, Nur-Sultan, Republic of
  • Ulbossyn Sh. Baimanova Akhmet Yassawi International Kazakh-Turkish University, Turkestan, Republic of
  • Aigul K. Sadykova L.N. Gumilyov Eurasian National University, Nur-Sultan, Republic of

DOI:

https://doi.org/10.6000/2292-2598.2020.08.03.7

Keywords:

Inclusive education of Kazakhstan, student academic support, tutor, tutoring.

Abstract

Objective: To create one of the possible conditions for student-centred education, the authors' research group developed a tutoring support programme for adaptation of students to the educational process of the school and implemented it into practice.

Background: The necessity of implementing tutoring support in Kazakhstan education is associated with the processes of integration of Kazakhstan into the world educational space, with the introduction of a multi-level educational system, the development of new educational standards such as the Bologna Process. Student-centred education is the fundamental principle of the reform in light of the Bologna process in inclusive education. Tutoring support addresses the needs and meets the requirements of the transition to the individualisation of learning and the variability of educational programmes.

Method: The study included the following research methods: theoretical (analysis, synthesis, classification, generalisation, deduction, induction, analogy, and modelling); empirical (observation, survey, questionnaire, and interview); experimental (stating, developmental, and diagnostic experiment); statistical (statistical analysis of the data, qualitative and quantitative analysis of the study results).

Results: The results of the pilot programme noted changes in motivational and cognitive activity-target components of adaptation in students of the experimental group who received tutoring support, their academic achievements improved, and their independence in preparation for classes developed.

Conclusion: In conclusion, the authors noted that to create conditions for student-centred education, it is necessary to use various kinds of programmes of student academic support in the educational process.

References

[1] Abdykhalykova Zh, Shalgynbayeva K, Slambekova T, Saipov A, Kazhimova K. Academic advising in the context of modernisation of inclusive education of Kazakhstan. Revista Espacios 2017; 38(56). Available at: https://www. revistaespacios.com/a17v38n56/a17v38n56p01.pdf.
[2] Abdykhalykova ZhE. Extended Academic Advising in Kazakhstan: Improving the Success of first year Students. Procedia Social and Behavioral Sciences 2013; 89: 357-62.
https://doi.org/10.1016/j.sbspro.2013.08.860
[3] Goodyear P. Teaching knowledge and intelligent tutoring. Norwood: Ablex Publishing Corporation, 1991.

[4] Anderson JR, Boyle C, Reiser BJ. Intelligent tutoring systems. Science 1985; 228: 456-62.
https://doi.org/10.1126/science.228.4698.456
[5] Serebrovskaya TB. Tutoring in the context of the modernisation of inclusive education. Herald OSU 2011; 5: 14.
[6] Boylan H, Bliss L. Programme components and their relationship to student. Journal of Developmental Education 1997; 20(3): 2-6.
[7] Woolf B. Intelligent tutoring systems: A survey. In HE Shrobe (Ed.). American Association for Artificial Intelligence (Eds.), Exploring artificial intelligence. San Mateo: Morgan Kaufmann Publishers, Inc. 1986; p. 1-43.
https://doi.org/10.1016/B978-0-934613-67-5.50005-8
[8] Centre for Prevention Research and Development. Background research: Tutoring programmes, 2009. Available at: http://www.cprd.illinois.edu/.
[9] Crossroads of Learning. Tutoring Foundations: A complete online tutor training programme 2006. Available at: http://www.crossroadsoflearning.com/training.htm.
[10] Fager J. Tutoring: Strategies for successful learning. Portland: Northwest Regional Educational Laboratory, 2006.
[11] Arslanova PA. Tutoring as part of the educational process in school. Bulletin of Kazan State Energy School 2011; 47: 88-94.
[12] Fetiskin NP, Kozlov VV, Manuylov GM. Socio-psychological diagnosis of the development of personality and small groups. Moscow: Institute of Psychotherapy, 2002.
[13] Iksanova GR. Teaching staff in terms of innovative education. Modern Scientific Research 2012; 12: 145-49.
[14] Kovaleva TM. Open educational technology as a resource tutor activity in modern education. Moscow: MIOO, 2008.

[15] Kovaleva TM. The activities of the tutor in an educational institution. “Performance Standards Tutor: Theory and Practice”: Proceedings of the All-Russian scientific-methodical seminar. Moscow, Russian Federation 2009; p. 10-11.
[16] Kovaleva TM, Kobyshcha EI, Popova (Smolik) SYu, Terov AA, Cheredilina MYu. Interregional Tutor Association. Moscow-Tver: SFK-office, 2012.
[17] Cohen PA, Kulik JA, Kulik C. Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal 1982; 19: 237-48.
https://doi.org/10.3102/00028312019002237
[18] Milman VE. The method of studying the motivational sphere of personality / workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. Moscow: Moscow State School Publishing House 1990.
[19] Nauryzbay ZhZh. Ethnocultural education: theoretical aspect and innovative experience. Zhezkazgan: ZhezU, 2001.
[20] Rokeach M. Psychological tests for professionals. Minsk: Nauka, 2007.
[21] van der Vleuten CPM, Driessen EW. Toetsing in probleemgestuurd onderwijs. Groningen: Wolters-Noordhoff, 2000.
[22] Bloom BS. The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher 1984; 13: 4-16.
https://doi.org/10.3102/0013189X013006004
[23] Vermunt JD, Verloop N. Congruence and friction between learning and teaching. Learning and Instruction 1999; 9: 257-80.
https://doi.org/10.1016/S0959-4752(98)00028-0
[24] Wenger E. Artificial intelligence and tutoring systems. Los Altos: Morgan Kaufman, 1987.

Downloads

Published

2020-09-14

Issue

Section

Thematic Issue - Special Education Paradigm in Contemporary Vital Environment at Educational Institutions