Live-eTutor is an online tutoring program ran by qualified live tutor’s online perfect for your children to enhance their education online. Online tutoring is an easy way to teach kids and to let them have fun while learning. Live-eTutor has advanced online tutoring techniques using an advanced online classroom to tutor children online. By using an online tutoring whiteboard, both kids and tutors can write down their thoughts and communicate effectively over the internet. Your child’s most valuable tool is his/her education and online tutoring is a great tool enhancer. By using Live-eTutor’s online tutoring services you can create a fun online tutoring environment for your child. No more driving to a tutor or waiting for your tutor to come to you; by using online tutoring, you simply get online and tutors are waiting and ready to help you. Live-eTutor’s certified online tutors help kids with their homework, studying, research and other aspects of; learning, schooling, and education. Live-eTutor also has special live tutors online that work with learning impaired and learning disabled children. Use Live-eTutor for online homework help, online studying help or to help tutor your kids with online quizzes, exams, and educational preparation.
What is e-tutoring?
Online tutoring is the use of the Internet for tutoring activities, or we can say, It is the process by which a student learns via the Internet with the help of a subject expert or a tutor.
How does it work?
This tutoring technique involves the use of several web-based programs to achieve its goals. Some of these programs or applications are email, an instant messaging, online whiteboards, etc.
t is most effective when a voice, video, graphics, and text can all be used at the same time. Through the help of these applications, a tutor can send questions, receive accomplished exams, provide results and recommendations, clarify the concepts, assist with assignments etc. The best thing about the program is that students can learn at their own pace and from the comfort of their forms due to which a lot of other activities can be possible.
It can be applied to all student levels ranging from 1st grade to college and further.Online Tutoring Services and subject tutor are just some of the websites where the students register and choose one of the several packages on offer. In some of the sites, there is some defined schedule, whereas in some sites students can schedule classes according to their convenience.
- What are the institutional or departmental driving forces behind offering to learn online?
- Do you share some of these objectives in developing your own teaching?
- What are the main issues and areas of need for you or your students?
- What is timely, achievable and likely to generate the most useful changes?
E-tutoring can be defined as teaching, support, management and assessment of students on programmers of study that involve a significant use of online technologies (TechLearn, 2000). Thus, at first glance, e-tutoring is only different to tutoring in terms of the involvement of technology. Herein, however, are contained vital differences in terms of time, distance and the specific technologies adopted, and these all have implications for teaching staff. The capabilities required can be quite different to face-to-face teaching both in terms of integrating appropriate forms of technology into learning activities and in managing and supporting students’ learning online.
This guidance note is aimed at teaching staff involved in designing and delivering online learning. There are unfortunately few “quick tips and tricks” for being an effective e-tutor. The purpose of this guide is to assist lecturers in identifying the main challenges of e-tutoring and to consider the kinds of skills and capabilities that being an effective e-tutor might require. Awareness of the distinctive considerations for e-tutoring coupled with a reflective approach to one’s own practice should equip teaching staff with a useful set of principles for designing and delivering teaching online. Opportunities and support at Warwick for developing online learning and teaching are also outlined and further guidance resources provided.
The core skills of a good tutor are unlikely to change with a different delivery method. The list below (expanded in the Effective Online Tutoring Guidelines, 2002) offers some of the broad skills for e-tutoring:
- good organization
- familiarity with the structure of the course
- subject expertise
- ability to deploy resources effectively
- good relationships with learners
- ability to communicate
- a flexible approach.
It is absolutely not the case that a good face-to-face tutor will be a good online tutor, even if the necessary technical abilities are added. The tutor needs to make these core skills work equally well in an online environment. A list of e-tutor competencies is offered below (adapted from the IT Training standards, see references) to assist in identifying the major factors involved in effective e-tutoring. While an awareness of the full range of competencies is helpful, some aspects of support to online learners might be provided by central services (e.g. IT training, administrative and technical support). (Note: this list specifically excludes competencies relating to the overall design and development of an online learning programme, which is covered separately.
Planning and management
- Plan how e-tutoring will be employed
- Establish the technical facilities necessary to support e-tutoring
- Provide administrative support
- Provide learners with technical and subject matter expertise
- Initiate activities that will facilitate learning
Communicating with learners
- Establish relationships with new learners
- Communicate appropriately with learners
- Provide learners with support and encouragement
Integrating ICT tools
- Use Web pages for communication with and between learners
- Use email for communication with learners
- Use bulletin boards and discussion forums for communication with and between learners
- Use text, audio and video conferencing for communication with and between learners
Reflecting on student and tutor experiences
- Assess learners’ performance
- Evaluate and continuously improve e-tutoring support
Distinguishing a good online tutor from an excellent one may rely on an ability to deploy technologies effectively and imaginatively – a pedagogic skill rather than a technical skill. Choosing between communication technologies such as email, conferencing, chat or video conferencing will depend on what is appropriate to a given learning situation, rather than a knowledge of the technologies per se. Information retrieval skills will determine whether the tutor makes good use of the easy access to web resources as well as an ability to evaluate the quality of materials held on remote websites.
Managing students online
The impact of time and place may cause anxieties for some lecturers as well as some students. The remoteness of the online learning environment can generate concerns about plagiarism and assessment of collaborative work. If courses are to be offered internationally, there may be further issues relating to language, culture, pedagogical assumptions, as well as transferability and accreditation.
Online tutor time is mostly front-loaded; getting collaborative group work established is usually more demanding than keeping it active and useful. For the new e-tutor, tutor overload can be an off-putting experience. However, overload is mostly an “early adopter” phenomenon and can be spotted by three basic problems (Mason, 2000):
- too many messages (probably also true of student overload),
- messages directed solely at the tutor rather than amongst student groups
- ambiguities about tutor’s responsibilities (which conferences, frequency of log-ins, pastoral and technical support expected)
At the start, it can often simply reflect a kind of suppressed interaction on the part of the student that is opened up by the provision of an online outlet. The overwhelming demands can, therefore, settle down over time as students become more selective about what and when they communicate online.
A useful framework is to consider the learning management issues at various stages of the course, e.g. before, during and after the course or online activity, as appropriate.
The peer-to-tutor and peer-to-peer interactions made possible in online learning can bring clear benefits in terms of overcoming isolation and enhancing learning. The e-tutor must take responsibility for choosing the types of communications, for encouraging and facilitating social and educational interactions and for ensuring that participation is appropriate and balanced. Pedagogical input and guidance will be a key task for making sure the activities are initiated, steered, nurtured, monitored, summarised and concluded effectively, including considerations of the role of assessment.
You might check the following whether the clear and explicit information is provided to students in terms of:
- Course design – transparent purposes, requirements, and support, peer learning
- Conference architecture – value, amounts, and timeframes of online interactions in relation to different student groups or numbers
- Clear guidelines – course aims, instructions, frequency of tutor ‘presence’, periodic summaries, assignments
- Preparatory materials – sample materials and messages, examples of good practice
- Assessment details – clarity in requirements and wording to avoid more questions to tutors. stick or carrot, explicit marking guidelines, and criteria.
– File Upload
– Admin Add Exams
–Authorize User Queries
– Authorize Technical Guide
–Update Java Questions
S/W System Configuration
Operating System: Windows 95/98/2000/NT4.0.
Application Server: Wamp2.2e
Front End : HTML, PHP.
Server-side Script: PHP.
Database Connectivity : PhpMyAdmin.
- Processor Type: Pentium -IV
- RAM: 512 MB RAM
- Hard disk: 40GB HD
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