Research and Evaluation of Tutor Skills Training Project. REDEAL Research Report #4.

Autor/in	Williams, Victoria
Institution	Athabasca Univ., Edmonton (Alberta).
Titel	Research and Evaluation of Tutor Skills Training Project. REDEAL Research Report #4.
Quelle	(1980), (98 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Education; Distance Education; Educational Development; Educational Research; Interpersonal Communication; Job Skills; Program Development; Program Evaluation; Program Implementation; Skill Development; Student Behavior; Teacher Attitudes; Training; Tutoring; Tutors + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Interpersonale Kommunikation; Produktive Fertigkeit; Programmplanung; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Lehrerverhalten; Ausbildung; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	A research and development program studied various aspects of the skills required by the telephone tutors in distance education at Athabasca University. The pilot project trained volunteers in interpersonal communication skills. Measures of effectiveness taken before and after training indicated that the tutors participating in the training program view it positively, that the training is effective in producing increases in interpersonal behavior, and that these gains transfer to the live tutoring situation. The levels of verbal interaction were still short of effective levels indicated in previous research. To give more specific information on the effect of tutor interpersonal skills on learner behavior, two separate experimental programs were initiated. Experiment 1 examined the personal skills of three tutors to determine their levels of functioning and the possible effect of that level of functioning on student behavior. All three tutors were quite low in the facilitative conditions. Data indicated that more open-ended questioning on the part of the tutor led to a better student progress rate. The second study examined the interpersonal skill level of two tutors who had engaged in interpersonal skills training. Results indicated that a higher functioning tutor was more effective on all student outcome measures. Recommendations for improving tutor training were made. Eight pages of references and bibliography are included. (Instruments are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC