Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics
Study details
| Year: | 2018 |
| Scope: | Other |
| Countries: | Sweden |
| Methodology: | Other |
| Methods of data collection: | Big data analysis |
| Researched Groups: | Children; Teachers / Educators |
| Children Ages: | Kids (6-10 Years old); Pre-adolescents (11-13 Years old); Adolescents (14-18 Years old) |
| Consents: | Consent obtained from parents; Consent obtained from children |
| Informed Consent: | Consent obtained |
| Ethics: | Ethical considerations not mentioned |
| URL: | https://www.tandfonline.com/doi/full/10.1080/10494820.2019.1583674 |
| Data Set Availability: | Not mentioned |
Goals
"• Which types of direct questions are frequently used by tutors in individual online synchronous tutoring in mathematics?
• What are the relationships between the identified question types and conversation intensity, approach to tutoring, perceived satisfaction and perceived learning?"
(Authors, in Introduction)