TY - GEN
T1 - Use of instant messaging communication in tutoring undergraduate students
AU - Yue, Francis
N1 - Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to <a href="mailto:[email protected]">[email protected]</a>.
PY - 2015
Y1 - 2015
N2 - Some undergraduate courses require students to submit individual essay assignments as the summative assessment. These students are required to work on their own topic and complete a written report with or without oral presentation. These students need to be guided and supported in completing the report. This paper aims to study the use of two teaching methods as well as the use of student support in form of electronic communication (instant messaging) for tutoring a group of undergraduate students. Some survey data and electronic communication made (between the students and their tutor) during the period are collected and analyzed in this study. The impact of using two tutoring methods and instant messaging on the student assessment marks is studied. It is found that the average assessment marks for the two tutoring methods used are not much different. Besides, the use of instant messaging can help some students to perform better in their assignment report. © Springer-Verlag Berlin Heidelberg 2015.
AB - Some undergraduate courses require students to submit individual essay assignments as the summative assessment. These students are required to work on their own topic and complete a written report with or without oral presentation. These students need to be guided and supported in completing the report. This paper aims to study the use of two teaching methods as well as the use of student support in form of electronic communication (instant messaging) for tutoring a group of undergraduate students. Some survey data and electronic communication made (between the students and their tutor) during the period are collected and analyzed in this study. The impact of using two tutoring methods and instant messaging on the student assessment marks is studied. It is found that the average assessment marks for the two tutoring methods used are not much different. Besides, the use of instant messaging can help some students to perform better in their assignment report. © Springer-Verlag Berlin Heidelberg 2015.
KW - Instant messaging
KW - Proactive learning
KW - Teaching and learning
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UR - https://www.scopus.com/record/pubmetrics.uri?eid=2-s2.0-84952802544&origin=recordpage
U2 - 10.1007/978-3-662-48978-9_25
DO - 10.1007/978-3-662-48978-9_25
M3 - RGC 32 - Refereed conference paper (with host publication)
SN - 978-3-662-48977-2
T3 - Communications in Computer and Information Science
SP - 276
EP - 283
BT - Technology in Education. Technology-Mediated Proactive Learning
PB - Springer Berlin Heidelberg
T2 - 2nd International Conference on Technology in Education: Technology-Mediated Proactive Learning, ICTE 2015
Y2 - 2 July 2015 through 4 July 2015
ER -
