Active Collaborative Learning through Remote Tutoring

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included...

Full description

Saved in:
Bibliographic Details
Published in:Journal of special education technology 2017-03, Vol.32 (1), p.36
Main Authors: Gehret, Austin U, Elliot, Lisa B, MacDonald, Jonathan H. C
Format: Article
Language:English
Subjects:
Active Learning
Case Studies
Chemistry
Classroom Observation Techniques
College Students
Cooperative Learning
Deafness
Delivery Systems
Electronic Learning
Instructional Effectiveness
Integrated Activities
Online Courses
Partial Hearing
Participant Satisfaction
Relevance (Education)
Synchronous Communication
Teaching Methods
Technology Uses in Education
Tutoring
Usability
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session's efficiency and the ability of students to actively participate in remote tutoring.
ISSN:0162-6434
DOI:10.1177/0162643416681162