About this paper

Appears in:
Pages: 935-940
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

DIFFERENCES IN THE DISCOURSE OF TUTORS WITH HIGH AND LOW RETENTION RATES AND LEARNING OUTCOMES

G. Vadillo

Universidad Nacional Autonoma de Mexico (MEXICO)
Mexico’s National University’s virtual high school is a structured program that provides all the necessary materials for learners in an online format. There are two teachers who accompany students throughout each course: the tutor or online teacher and the counselor who provides educational guidance and supervises tutors. In the Mathematics prerequisite course most evaluations are automated so tutors have a marginal direct impact on grades. However, we have observed a large dispersion of educational outcomes that lead us to identify factors that characterize those tutors whose students have the best grades and have a minimal dropout rate. This study was conducted in order to identify differentiated teaching practices in the online forum among the best and worst tutors in terms of retention and learning outcomes of students. It involved a discourse analysis of the tutors’ participation in a forum designed to communicate with students and solve their doubts regarding math concepts and procedures. Tutors participated in the second class of the online high school that is operated by Mexico’s City’s local government. There were 20 groups, each with a different tutor. We selected the one with the highest retention rate (91.67%) and the highest accreditation rate (83.33%) as well as the one with the lowest rates (38.46% and 39.45%, respectively). Their written interventions in the forums of their respective groups were analyzed using the following categories: personal information, emotional words, attitude towards distance education, attitude towards Mathematics, type of words used in educational interventions, focus on learning vs. focus on grades and team building communications. Results show differences in all areas: best practices are associated with providing personal information so the tutor can be perceived in his/her human dimension, the use of words related to emotions, a very positive attitude towards distance education and Math, the use of solution oriented language, a focus on learning as the main objective of the course and the inclusion of comments regarding the creation and cohesiveness of the student group. Results are discussed in terms of in service training for online tutors and counselors.
@InProceedings{VADILLO2010DIF,
author = {Vadillo, G.},
title = {DIFFERENCES IN THE DISCOURSE OF TUTORS WITH HIGH AND LOW RETENTION RATES AND LEARNING OUTCOMES},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {935-940}}
TY - CONF
AU - G. Vadillo
TI - DIFFERENCES IN THE DISCOURSE OF TUTORS WITH HIGH AND LOW RETENTION RATES AND LEARNING OUTCOMES
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 935
EP - 940
ER -
G. Vadillo (2010) DIFFERENCES IN THE DISCOURSE OF TUTORS WITH HIGH AND LOW RETENTION RATES AND LEARNING OUTCOMES, ICERI2010 Proceedings, pp. 935-940.
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