Abstract This study aims to investigate the attitude of senior high school teachers toward the present tutoring system. It includes attitudes toward system-related regulations, the importance of the system, satisfaction in tasks included in the system, and possibility of exercising multiple tutors. The study is based on the survey on public and private senior high school teachers by the use of questionnaires. Some major findings, which are concluded from 541 out of 800 teachers, are listed below. The suggestions based on this finding are also provided, as a reference to future planning of tutoring systems. Major findings are as follows. 1. From the perspective of related regulations of the present system Most teachers understand the responsibilities of being a tutor. But the details included vary, due to teachers¡¦ different backgrounds. Most senior high schools exercise traditional ¡§class-based tutoring system¡¨; few exercise ¡§dual-tutor system¡¨. ¡§Guidelines of Tutoring Systems in Middle Schools¡¨, set by Ministry of Education cannot be fully carried out in senior high schools. 2. From the perspective of importance of the system in teachers of different backgrounds Teachers¡¦ viewpoints toward the importance of the system are similar, regardless of school locations, school characteristics, teachers¡¦ genders, and years of service. Teachers of different titles show different viewpoints toward a tutor¡¦s tasks. Dean-teachers show higher expectation in administrative cooperation as well as life and academic counseling, and classroom management. Those who have never been a tutor put more emphasis on enriching teachers¡¦ professionals, and meeting the needs of students and parents. 3. From the perspective of satisfaction in exercising the system in teachers of different backgrounds Different school characteristics and school types don¡¦t affect teachers¡¦ degrees of satisfaction in being a tutor. Teachers from senior high schools of different locations and of different titles both show significant differences, in terms of satisfaction in administrative cooperation as well as life, academic and career counseling. Dean-teachers show higher satisfaction. Teachers of different years of service and different years of being a tutor show significant differences in the respect of satisfaction in life, academic performances, and classroom management. 4. From the perspective of the possibility in exercising multiple-tutor system in teachers of different backgrounds Teachers¡¦ viewpoints are similar. ¡§Dual-tutor system¡¨ is widely preferred; others like ¡§group-based tutoring system¡¨, ¡§family-based tutoring system¡¨, ¡§mix tutoring system¡¨ and ¡§teamwork tutoring system¡¨ are also preferred in some degree. As to the traditional ¡§class-based tutoring system¡¨, teachers value less on ¡§responsibilities clarification¡¨ and ¡§ease of administrative management¡¨. 5. From the perspective of difficulties encountered in the present program and suggestions a. Possible reasons for teachers¡¦ unwillingness to be a tutor are too many problems from students, heavy workload, demanding from school, low stipend and reward. Shortcomings in the system are too many students, heavy workload, tutors¡¦ passive attitude. b. To improve the program, teachers think that measures such as encouraging teamwork among tutors, sharing and exchanging experiences, examining administrative process can all be taken. c. As to the evaluation, teachers prefer self-evaluation, multi-dimensional feedback evaluation, and in-campus administrative staff evaluation. d. Teachers suggest lowering the number of students in each class. The number of 21 to 30 students in each class is widely preferred. e. Teachers¡¦ suggestions for future planning are: (1) Offer counseling teachers, to help guide and counsel students. (2) Set up counseling centers for tutors, and build internet resources. (3) Promote in-campus seminars to enrich teachers¡¦ professionals. Based on this study, some suggestions are as follows. 1. To education-related administrative institutions a. Revise ¡§Guidelines of Tutoring Systems in Middle Schools¡¨. b. Enhance educational visiting and supervising. Trace and examine the tutoring system in each school. c. Set up fair evaluation guidelines, and encourage good tutors from time to time. d. Lower the number of students in each class, and increase the number of professional counseling teachers. e. Set up internet resources and counseling centers for tutors. f. Allow good tutors to take turns for a break and encourage them to attend off-campus seminars. 2. To administrative staff in schools a. Based on educational regulations and school characteristics, set up guidelines and goals for tutors. b. Collect teachers¡¦ opinions and set up guidelines for appointing tutors. c. Offer tutors necessary academic resources and administrative support. d. Promote ¡§dual-tutor system¡¨. e. Enforce fair evaluation for tutors. f. Plan and develop a culture of quality in schools. 3. To tutors a. Keep on further studies and enrich professional skills. b. Be close to students actively and offer what the students need. c. Help students develop good study habits, to increase their learning efficiency. d. Enforce emotional education, and help develop students¡¦ dealing with frustration. This study from questionnaires is limited. Future studies may widen sampling, add in qualitative analysis, and include subjects from administrative staff, parents, and people in the community. As to exercising multiple-tutor system, a small scale of exercise is suggested in the very beginning. Further examination and evaluation is necessary before a wide scale of exercise.

Abstract The purposes of this study were (a) to discuss the function and roles of tutor, (b) to review the history and current situation of college tutorial systems in the U.S. and U.K., (c) to explore the history and present circumstance of Taiwan¡¦s college tutorial systems, (d) to analyze college students¡¦ understanding of tutorial systems and function in Taiwan, (e) to explore the ideal tutorial systems and function from the perspective of Taiwan¡¦s college students and (f) to come up with conclusions and further suggestions for future development of tutorial systems in Taiwan¡¦s colleges and universities. The study was designated into two-stage questionnaire surveys among college students. Four public & private Taiwan¡¦s colleges were purposefully selected according to the results of Taiwan¡¦s college evaluation in 2005 and their performance at the domain of students¡¦ service and guidance. During the first stage of the survey which focused the students¡¦ perspectives of current tutorial system, 356 subjects were randomly sampled, while on the second stage of survey which put an emphasis on students¡¦ viewpoints concerning the future development of tutorial systems, 484 college students were randomly selected. Data were analyzed through several statistical measures, such as descriptive statistics, independent sample t-test, one-way ANOVA. Based upon the results of the above analyses, the researcher provided several conclusions as follows: 1. According to the literature review, the roles and functions of a tutor can be generalized into seven categories. Most students, for instance, consider a tutor as a problem solver. 2. Ideally, college students consider a tutor should be a person who can be a good teacher and also a helpful friend; a person who is like a guide of career and a person who can communicate with coordinate. In addition, they also hope the tutor can perform the following functions of communication and coordination, problem solving and participation and guidance. 3. The current situation of tutorial system from the student¡¦s perspectives: (1) Presently, a majority of students are not satisfied with the situation of tutorial system. (2) College tutors mostly supervise over 40 students. (3) Today, the most important reason why students need tutor¡¦s assistance is ¡§tutors are able to solve¡¨ student¡¦s problem; the reason why they are not willing to approach tutor for help is ¡§being unfamiliar between students and tutors.¡¨ (4) At present, most universities are having tutorial system based on a whole class system. (5) At the moment, the tutor-student relationship is just fine, and the relationship of junior students is better than the freshman students. (6) Currently, tutors of junior students perform better than those of first & second year students in terms of content of tutorial system. 4. The students¡¦ perspectives for ideal tutorial system: (1) The majority of students think the best way to carry out the tutorial system is on orientation counseling during the freshmen year. (2) Most students hope the purpose of tutorial is to conduct students¡¦ ¡§career development orientation and planning¡¨ and ¡§problem solving regarding academic learning.¡¨ (3) The majority of students think the appropriate number of tutorial students should be under 29. (4) Most students regard the ideal tutorial system is ¡§multiple tutorial system.¡¨ (5) Most students believe that an ideal teacher-student relationship can improve their relationship. (6) The majority of students think it necessary to have an ideal tutorial system with counseling function. (7) The demand level of ideal tutorial system for junior students is higher than the first and second year students. (8) The demand level of career counseling for senior and junior students is higher than the first and second year students. Based upon the above conclusions, the researcher proposes several recommendations for the university administration, tutors, students and further research for reference.

Esta dissertação de mestrado está inserida no trabalho desenvolvido pelo grupo de pesquisa GIA/UFRGS e situa-se na área de Inteligência Artificial aplicada à Educação à Distância apresentando uma arquitetura distribuída no desenvolvimento de Ambientes de Ensino Inteligentes. A Web facilita aos alunos encontrarem informações relevantes ao estudo que estão fazendo. Outra vantagem do ensino na Web é o indivíduo ser sabedor da existência da informação e de onde ela se localiza para que no momento adequado a acesse. Porém, o progresso que se poderá ter na área de informática aplicada à educação dependerá da adequação e qualidade do software educacional a ser utilizado. Por isso, temos que ter software de ensino inteligentes, que possam trazer esta qualidade e adequação conforme o aluno que está tentando adquirir um certo conhecimento. O objetivo principal do presente trabalho se propõe a estudar as diferentes técnicas e mecanismos de se construir um modelo do aluno adaptativo na Web, aplicáveis em um cenário de educação à distância, a partir de um ambiente distribuído de ensino-aprendizagem inteligente baseado em uma arquitetura multiagentes que contempla o paradigma de ensino cooperativo (uma sociedade de agentes humanos e artificiais, que cooperam para alcançar um objetivo comum). Além disso, o trabalho propõe o uso de estratégias de ensino segundo regras estipuladas pelo especialista. O agente responsável por este controle observa as modificações do comportamento do aprendiz durante a sua interação no ambiente, e seleciona uma estratégia de acordo com o desempenho do aprendiz. / This master’s degree dissertation was developed within the research group GIA/UFRGS, and is located in the field of Artificial Intelligence applied to distance learning, presenting a distributed architecture to develop intelligent teaching environments. The Web make easier for students to find important information for the study hey are performing. Another advantage of learning on the Web is that one knows the information exist and where they are located in order to access it at the right moment. However, the advances in the area of learning applied computing will depend of the adaptation and quality of the educational software used. Thus, we need intelligent teaching software, which can bring us this quality and adaptation according to the student that is trying to acquire some knowledge. The main goal of this work is to propose to study the different techniques and mechanisms for building an adaptive student model on the Web, that are applicable in a distance learning scenario, from an intelligent teaching-learning distributed environment based in a multi-agent architecture that contemplate the cooperative teaching paradigm (a society of human and artificial agent, which cooperate to reach a common goal). In addition, this work proposes the use of teaching strategies according to rules given by the specialist. The agent responsible for this control observes the apprentice behavioral changes during his interaction with the environment and selects a strategy according to the apprentice performance.

Esta dissertação de mestrado está inserida no trabalho desenvolvido pelo grupo de pesquisa GIA/UFRGS e situa-se na área de Inteligência Artificial aplicada à Educação à Distância apresentando uma arquitetura distribuída no desenvolvimento de Ambientes de Ensino Inteligentes. A Web facilita aos alunos encontrarem informações relevantes ao estudo que estão fazendo. Outra vantagem do ensino na Web é o indivíduo ser sabedor da existência da informação e de onde ela se localiza para que no momento adequado a acesse. Porém, o progresso que se poderá ter na área de informática aplicada à educação dependerá da adequação e qualidade do software educacional a ser utilizado. Por isso, temos que ter software de ensino inteligentes, que possam trazer esta qualidade e adequação conforme o aluno que está tentando adquirir um certo conhecimento. O objetivo principal do presente trabalho se propõe a estudar as diferentes técnicas e mecanismos de se construir um modelo do aluno adaptativo na Web, aplicáveis em um cenário de educação à distância, a partir de um ambiente distribuído de ensino-aprendizagem inteligente baseado em uma arquitetura multiagentes que contempla o paradigma de ensino cooperativo (uma sociedade de agentes humanos e artificiais, que cooperam para alcançar um objetivo comum). Além disso, o trabalho propõe o uso de estratégias de ensino segundo regras estipuladas pelo especialista. O agente responsável por este controle observa as modificações do comportamento do aprendiz durante a sua interação no ambiente, e seleciona uma estratégia de acordo com o desempenho do aprendiz. / This master’s degree dissertation was developed within the research group GIA/UFRGS, and is located in the field of Artificial Intelligence applied to distance learning, presenting a distributed architecture to develop intelligent teaching environments. The Web make easier for students to find important information for the study hey are performing. Another advantage of learning on the Web is that one knows the information exist and where they are located in order to access it at the right moment. However, the advances in the area of learning applied computing will depend of the adaptation and quality of the educational software used. Thus, we need intelligent teaching software, which can bring us this quality and adaptation according to the student that is trying to acquire some knowledge. The main goal of this work is to propose to study the different techniques and mechanisms for building an adaptive student model on the Web, that are applicable in a distance learning scenario, from an intelligent teaching-learning distributed environment based in a multi-agent architecture that contemplate the cooperative teaching paradigm (a society of human and artificial agent, which cooperate to reach a common goal). In addition, this work proposes the use of teaching strategies according to rules given by the specialist. The agent responsible for this control observes the apprentice behavioral changes during his interaction with the environment and selects a strategy according to the apprentice performance.

Esta dissertação de mestrado está inserida no trabalho desenvolvido pelo grupo de pesquisa GIA/UFRGS e situa-se na área de Inteligência Artificial aplicada à Educação à Distância apresentando uma arquitetura distribuída no desenvolvimento de Ambientes de Ensino Inteligentes. A Web facilita aos alunos encontrarem informações relevantes ao estudo que estão fazendo. Outra vantagem do ensino na Web é o indivíduo ser sabedor da existência da informação e de onde ela se localiza para que no momento adequado a acesse. Porém, o progresso que se poderá ter na área de informática aplicada à educação dependerá da adequação e qualidade do software educacional a ser utilizado. Por isso, temos que ter software de ensino inteligentes, que possam trazer esta qualidade e adequação conforme o aluno que está tentando adquirir um certo conhecimento. O objetivo principal do presente trabalho se propõe a estudar as diferentes técnicas e mecanismos de se construir um modelo do aluno adaptativo na Web, aplicáveis em um cenário de educação à distância, a partir de um ambiente distribuído de ensino-aprendizagem inteligente baseado em uma arquitetura multiagentes que contempla o paradigma de ensino cooperativo (uma sociedade de agentes humanos e artificiais, que cooperam para alcançar um objetivo comum). Além disso, o trabalho propõe o uso de estratégias de ensino segundo regras estipuladas pelo especialista. O agente responsável por este controle observa as modificações do comportamento do aprendiz durante a sua interação no ambiente, e seleciona uma estratégia de acordo com o desempenho do aprendiz. / This master’s degree dissertation was developed within the research group GIA/UFRGS, and is located in the field of Artificial Intelligence applied to distance learning, presenting a distributed architecture to develop intelligent teaching environments. The Web make easier for students to find important information for the study hey are performing. Another advantage of learning on the Web is that one knows the information exist and where they are located in order to access it at the right moment. However, the advances in the area of learning applied computing will depend of the adaptation and quality of the educational software used. Thus, we need intelligent teaching software, which can bring us this quality and adaptation according to the student that is trying to acquire some knowledge. The main goal of this work is to propose to study the different techniques and mechanisms for building an adaptive student model on the Web, that are applicable in a distance learning scenario, from an intelligent teaching-learning distributed environment based in a multi-agent architecture that contemplate the cooperative teaching paradigm (a society of human and artificial agent, which cooperate to reach a common goal). In addition, this work proposes the use of teaching strategies according to rules given by the specialist. The agent responsible for this control observes the apprentice behavioral changes during his interaction with the environment and selects a strategy according to the apprentice performance.

Orientador: Leonardo de Souza Mendes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação / Made available in DSpace on 2018-08-10T16:36:33Z (GMT). No. of bitstreams: 1 Mattos_EklerPaulinode_M.pdf: 2049372 bytes, checksum: d292b2d52c2a0c0bf5326e8f7e533665 (MD5) Previous issue date: 2007 / Resumo: O Sistema Tutor Inteligente (STI) pertence a uma categoria de sistemas de natureza educacional, utilizado como ferramenta de suporte ao ensino-aprendizagem. Possui uma estrutura modular que tem por finalidade auxiliar o aprendiz na realização de atividades educacionais, bem como a capacidade de adaptar-se de acordo com as necessidades de um aprendiz, o que faz do STI uma arquitetura interessante na construção de softwares educacionais. O trabalho proposto tem por objetivo utilizar a arquitetura de STI, aplicada à área de sistemas de e-Gov como proposta de solução de problemas de natureza distribuída. Como estudo de caso, foi escolhida a área Gestão de Materiais e Medicamentos, justamente por apresentar problema pertinente à distribuição de materiais e medicamentos, nas unidades básicas de saúde (UBS). Cada STI funciona como representante de uma UBS, que tem por função realizar o papel de um agente gestor de estoque (Agente Gestor Tutor - AGT), cargo pouco comum na rede municipal de saúde, auxiliando o administrador de cada setor (visto como o aprendiz) a realizar tarefas complexas de gestão de materiais e medicamentos. Foi realizada uma série de simulações usando o protótipo desenvolvido para testar a sua viabilidade de aplicação com relação ao tratamento do estoque distribuído de uma arquitetura de rede municipal de saúde / Abstract: The Intelligent Tutor Systems (ITS) belong to a category of educational nature systems, used as a tool to support the teaching and learning. It has a modular structure, which aim to help the apprentice in the execution of educational activities, as well as in adapting itself according to the apprentice¿s necessities, what makes the ITS, an interesting architecture in the construction of educational softwares. The proposed work aim to use the ITS architecture in the management of materials, as a solution for the problem of medicine distribution in the health basic units (HBU). Each ITS works as a HBU representative, whose function is to play the role of a managing agent of supply (Tutorial Managing Agent - TMA), a post job not so common in the municipal health¿s network. The TMA assists the administrator of each sector (seen as the apprentice) in executing complex tasks of management of materials and medicines.In this way, many simulations were carried out, using the developed prototype to test its feasibility of application, in relation to the management of the distributed materials of architecture of a municipal health¿s network / Mestrado / Telecomunicações e Telemática / Mestre em Engenharia Elétrica

Made available in DSpace on 2016-03-15T19:38:15Z (GMT). No. of bitstreams: 1 Daniel de Souza Carvalho.pdf: 982237 bytes, checksum: 8100a58595ff39d550d3832310308be3 (MD5) Previous issue date: 2009-12-18 / The usage of computing resources available to students can be improved, and instructional systems supporting theoretical subjects can be developed in order to provide the interactivity (learn-by-doing) and, therefore, take advantage of fluency and interest of Digital Generation for many types of digital media on behalf of education. Theoretically based on human factors and cognitive processes, Multiple Intelligences, Learning Styles and features of Digital Generation have been studied. Technologies, such as, Intelligent Tutoring Systems, Serious Games, Simulators and Learning Objects, have also been analyzed as options for computer-assisted education, with a final outlining of an optimized model to meet the demand of educational systems on a makeable manner and to create virtual didactic materials. In order to demonstrate such model, a system was developed in order to verify applicability of the model. The creation of Interactive Learning Objects is, thus, shown as an assisting resource to the traditional method of teaching. / Os recursos computacionais disponíveis aos alunos poderiam ser mais bem utilizados, e sistemas instrucionais de apoio às disciplinas teóricas podem ser desenvolvidos para proporcionar a interatividade (learn-by-doing) e, assim, aproveitar a fluência e interesse da Geração Digital pelas mídias digitais a favor da educação. Com base teórica para os fatores humanos e processos cognitivos, foram estudados as Múltiplas Inteligências, os Estilos de Aprendizagem (EA), bem como as características da Geração Digital. As tecnologias de Sistemas Tutores Inteligentes, Jogos Sérios, Simuladores e Objetos de Aprendizagem, também foram analisadas como opções para educação assistida por computador, com a final delineação de um modelo otimizado para atender a demanda de sistemas educacionais de forma factível e criar materiais didáticos virtuais. De forma a demonstrar o modelo, desenvolveu-se um sistema para verificar sua aplicabilidade. A criação de Objetos de Aprendizagem Interativos, enfim, se apresenta como um recurso de assistência ao método de ensino tradicional.