Allsopp, D. H. (1997). Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms. Remedial and Special Education, 18, 367-379. Retrieved from http://pathfinder.utb.edu:2080/ehost/detail?sid=ce29f913-90a0-4122-b2db-20b8445042ee%40sessionmgr10&vid=16&hid=26&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eft&AN=507600571

Allsopp’s early research indicates that peer tutoring is an effective way to reinforce problem solving in algebra. Although his research did not indicate whether it is superior to independent practice, peer tutoring appeared to be viable way to teach “higher-order” problem solving in algebra for students of all levels, including high and low students. His research is important because it demonstrates that students can learn as much from peers as from an instructor. However, Allsopp should investigate if the same results could be replicated in a classroom of a novice teacher since all of the teachers in his experiment had more than 10 years of experience. If the experiment were successful at demonstrating that peer tutoring is effective despite teacher experience, the research could provide more convincing evidence to have schools invest in a peer tutoring program.

Almassaad, A., & Alotaibi, K. (2012). The attitudes and opinions of tutees and tutors towards using cross-age online tutoring. Psychology Research, 2(4), 247–259.

In this study, the authors survey tutors and tutees at King Saud University to determine their attitudes and opinions towards cross-age online tutoring compared to traditional tutoring. Their research indicated that the tutees had a positive attitude towards the tutoring and that their tutors’ opinions were that the tutees were respectful and the cross-age tutoring had some advantages.

This study indicates that the online peer tutoring we are developing would have positive feedback as it is very similar to ours. We would also have online cross-age peer tutoring. The study had a limited sample size so generalization to ours may be questioned. The tutees buying into the system will be an important factor in success, therefore the positive responses of these tutees is promising.

Bowler, M. (2009). Learning to chat in a virtual learning environment: using online synchronous discussion to conduct a first year undergraduate tutorial. British Educational Research Association Annual Conference, (September), 2–5.

Bowler conducted a study that implemented and assessed the use of an online synchronous discussion for the purpose of tutoring. His study concluded that surveyed students found the system useful for getting quick responses and responses when they would not normally be able to do so. Bowler’s study also gave eight recommendations for setting up such an online synchronous discussion session for the purpose of tutoring.

The suggestions in the conclusion of this study are important for the design of our proposed online tutoring system. The author reviewed literature indicated that online components of education are assumed now, it is to what extent they are going to be implemented. Our online tutoring system would be one of those implementations. His study did not use the tutoring for our exact purpose of peer math tutoring however.

Corrigan, J. A. (2012). The Implementation of E-Tutoring in Secondary Schools: A Diffusion Study. Computers & Education, 59(3), 925-936. Retrieved from http://pathfinder.utb.edu: 2104/?genre=article&issn=03601315&title=Computers+%26+Education&volume=59&issue=3&date= 20121101&atitle=The+Implementation +of+E-Tutoring+in+Secondary+Schools%3a+A+Diffusion+Study&spage=925&pages=925936&sid=EBSCO:ERIC&aulast=Corrigan%2c+Julie+A.

This study explores the implications of e-tutoring in secondary schools. Is relevant to the proposed instructional opportunity as it explores the experiences of e-tutoring system in a secondary school and discusses the impact of educational technology initiatives in secondary education.

Daly, C. (2013). A Learning Management System … or an Intelligent Tutoring System? Learning Solutions Magazine. Retrieved February 20, 2013, from http://www.learningsolutionsmag.com/articles/45/a-learning-management-system--or-an-intelligent-tutoring-system

The pros and cons of both a learning management system and an intelligent learning system are discussed in this article. Intelligent tutoring systems are likened to artificial intelligence. This article gives some overview of which one of these consumers would consider when looking at supplementing learning.

This article provides some insight into alternatives to the system we are proposing. Intelligent learning systems require more setup, but could reduce the manpower needed to run an online tutoring system through a learning management system. I do not see it being a realistic alternative in our case.

Evans, M. & Moore, J. (2012). Peer tutoring with the aid of the internet. British Journal of Educational Technology, 44(1), 144–155. doi:10.1111/j.1467-8535.2011.01280.x

An online peer tutoring system was set up for an organic chemistry class in this study. Students in the class had to correctly solve a computer-based problem on an objective to become a tutor for it. The study concluded numerous positive effects for students who became tutors, not the least of which was developing a better understanding of the topic by having to explain it through tutoring.

This study provides real confirmation that there are advantages not only to tutees, but tutors of an online peer tutoring system. This could have implications that the system we are designing should not just be cross-age tutoring, but also true class peer tutoring.

Fetner, D. M. (2011). Joining the Conversation: Idea Exchange--Scaffolding: Tutor training activity. Learning Assistance Review, 16(1), 7-9. Retrieved from http://www.eric.ed.gov/PDFS/EJ919574.pdf

Fetner provides a great amount of questions that tutors should ask themselves when preparing for a tutorial session. The amount of cognitive energy required for a successful tutorial session could make one question whether technology could completely replace human interaction. Even so, Fetner suggest a great way to refine one’s scaffolding skills is to tutor another tutor of a different subject matter. Tutors of different subject matters could also provide valuable feedback in the instructional design process as well, especially since they would be able to articulate their misunderstandings in more detail than younger students.

Fleishman, H., Hopstock, P. J., Pelczar, P. P., Shelley, B. E., & Xie, H. (2010). U.S. Department of Education. Highlights from PISA 2009: performance of U.S. 15-year-old students in reading, mathematics, and science literacy in an international context. Retrieved from http://nces.ed.gov/pubs2011/2011004.pdf

This summary compares the performance of the United States in the 2009 Program for International Student Assessment (PISA) with the rest of the world. The PISA tests the reading, math, and science literacy of 15-year-olds and is given every 3 years. The United States ranked below 17 other countries in average scores of the 2009 PISA in mathematical literacy.

The summary is important because it helps show the disparity of the performance of our education system and other developed nations. If this type of performance continues we can expect that it will affect our performance not only in STEM fields but also economically. The paper is related to my group’s instructional opportunity because it supports the urgency of creating learning management systems to enhance student performance on standardized exams.

Fryer, Jr, R. (2011). Creating "no excuses" (traditional) public schools: Preliminary evidence from an experiment in houston. Retrieved from http://www.nber.org/papers/w17494

This working paper provides information on the impact of the implementation of the 5 successful strategies of charter schools in nine schools in the city of Houston, Texas. This article is important to our instructional opportunity research because provide data of a school with similar characteristics of our intended learners. The paper describes a vulnerable population with a gap in educational achievement and many other social factors associated to the low or high student performance. The paper also brings the discussion of studies following a school-centered approach versus a community-centered approach.

Fullmer, P. (2012). Assessment of tutoring laboratories in a learning assistance center. Journal of College Reading & Learning, 42(2), 67-89. Retrieved from http://pathfinder.utb.edu:2081/pdf27_28/pdf/2012/3E5/01May12/77251473.pdf?T=P&P=AN&K=77251473&S=R&D=eft&EbscoContent=dGJyMNHX8kSep7Q 4xNvgOLCmr0uep7RSsqq4SbaWxWXS&ContentCustomer=dGJyMPGptlGxq7ZLuePfgeyx44Dt6fIA

Fullmer assesses the learning labs at a historically black college. The learning lab included an online tutoring math system as well as tutoring programs for reading and writing. Post-test results for math reflected significant gains for students who visited the learning lab for six sessions or more for the semester of the course. This research exhibits further proof that students can learn higher-order math skills from tutoring. Perhaps gains from an online tutoring system could be even more significant if a group of students were required to log into sessions more regularly during the semester. Further studies could be done at other schools with more ethnic diversity and similar online programs for different age ranges.

Goldberg, H. & Mckhann, G. (2000). Student test scores are improved in a virtual learning environment. Advances in Physiology Education, 23(1), 59-66.

The authors examined whether a neuroscience course could be delivered in virtual learning environment as effectively as the traditional lecture format. The results of the study were that the students of the virtual learning environment outperformed the students in the traditional setting.

This study gives evidence that our online tutoring system can be as effective as a traditional face-to-face tutoring system. The study compared a virtual learning environment that included simulations and media, so the results may not directly transfer to online tutoring.

Goold, A., Coldwell, J., & Craig, A. (2010). Australasian journal of educational technology. 26(5), 704-716. Retrieved from http://www.ascilite.org.au/ajet/ajet26/goold.pdf

This study identifies characteristics of tutors in online settings. The study has relevance to the proposed instructional opportunity. The article includes a literature review of the role of e-tutors in online environments. The study also discusses implications to online tutoring systems and teaching.

Hawkridge, D., & Wheeler, M. (2010). Tutoring at a Distance, Online Tutoring and Tutoring in Second Life. European Journal Of Open, Distance And E-Learning, (1). Retrieved from http://www.eric.ed.gov/PDFS/EJ911752.pdf

The article presents important information about tutoring, including at a distance, online and second life tutoring. It also presents advantages and disadvantages of the distance education and second life. Its relevance to the instructional unit is to learn about lessons learned of a program providing distance learning to seven thousand school students.

Holden, J. P., Bierbaum, R., Cassel, C., Gates, J. S., Lander E., Varmus, H., & Zewail, A. (2010). Report to the President prepare and inspire: K – 12 education in science, technology, engineering, and math (STEM) for America’s future, 3 – 10. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf

Holden et al’s report covers the state of America’s K – 12 Science, Technology, Engineering, and Math education and offers strategies for improving it. The gap in the performance among minority students and their White counterparts is discussed. The underrepresentation of minorities and women in STEM fields is also discussed. The possible benefits to K – 12 education through of the use of technology to improve the quality of instructional materials and help develop quality assessments. The report is important because it supports the findings of other studies and papers that the performance and competiveness of our students in STEM subjects is at risk and needs to be improved. It relates to our instructional opportunity by its connecting improved performance on the addition of technology to enhance instruction and assessment. This is connected to the idea of using a learning management system to tutor middle school math students.

Holliday, T. (2012). Evaluating the Effectiveness of Tutoring: An Easier Way. Learning Assistance Review (TLAR), 17(2), 21-32. Retrieved from http://pathfinder.utb.edu:2080/ehost/ pdfview erpdfviewer?sid =9bb2ed7e-da4c-46ed-9b7c-7774c36ee65e%40sessionmgr4&vid=2&hid=18

This study presents the importance of the evaluation process in tutoring programs. The author proposes an evaluation method to measure the effectiveness of a tutoring system. The study examined three research questions associated to the effectiveness of tutoring. The study also presents important topics including but not limited to Process-focused studies of tutoring and effectiveness of peer to peer tutoring. Although the study was implemented among college students and not middle school students, this article is relevant to our instructional opportunity because presents the importance of evaluation and evaluation process in tutoring programs.

Houge, T., Peyton, D., & Petrie, B. (2007). Adolescent literacy tutoring: face-to-face and via webcam technology. Reading Psychology, 28(3), 283-300.

This study examined the effectiveness of candidates using tutoring via webcam vs. candidates receiving tutoring face-to-face. The study concluded that there was no difference in the effectiveness of the tutoring by the two methods. The instruction received by the two groups was the same; it was only the method the tutoring was delivered that varied. This study examined tutoring using traditional methods vs. tutoring via webcam technologies to students who needed literacy tutoring because they were delayed readers. Although we are looking at middle school math tutoring, the consistency of the results between the two methods is promising for our project. A concern would be the small sample of the study.

Johnson, G., & Bratt, S. (2009). Technology education students: e-tutors for school children. British Journal of Educational Technology, 40(1), 32–41. doi:10.1111/j.1467-8535.2007.00805.x

The research article looks at supplementing the growing demand for paid online tutoring with students volunteering to be etutors. The research concluded that all of the participants of the volunteer tutoring program were responding positively to the eight week etutoring sessions.

The online tutoring system we are proposing is using higher course level peer tutors, but this indicates that using on level peer tutors may also be an option to consider. The responses of this etutoring system were positive, but the research could have used some more quantitative data to come to its conclusions.

Malm, E., & Defranco, J. F. (2011). Toward a Student-Centered Measure of Learning Management System Utilization. Journal Of Educational Technology Systems, 40(4), 401-413. Retrieved from http://pathfinder.utb.edu: 2080/ehost/pdfviewer/pdfviewer?sid=56fa82a8-4164-4e6b-8a5a-bbd73dcc5846%40sessionmgr12&vid=2&hid=18

This article presents a student-centered measure for LMS utilization. The relevance of this article to the instructional opportunity presented is the student-centered approach proposal and its implications to public policy and public policymakers.

Maloy, R., Edwards, S., & Anderson, G. (2010). Teaching math problem solving using a web-based tutoring system, learning games, and students’ writing. Journal of Stem Education, 11(1&2), 82–91.

This article looks at an online tutoring system that was being delivered to fourth graders in Massachusetts. The results of the study were that 70% of the participants had increased test scores in their high stakes state achievement test. The online tutoring system, however, evolved into an online tutoring and instructional tool.

The results of this study are positive as we are also looking at an online math tutoring system with middle school students. The results of this study can not be solely attributed to the tutoring though, as the system evolved into online supplemental instruction. This does give further suggestions to grow our system if it turns out successful, or possibly even start it up as a broader use system than envisioned.

Martin, K., M, A. Q., & Rogers, S. (2005). Implementing a learning management system globally: An innovative change management approach. IBM Systems Journal, 44(1), 125-143. Retrieved from http://search.proquest.com/docview/222434027?accountid=7119

This article provides information about learning management systems and its implementation in a global scale. It presents the impact of learning management systems in today’s business and learning environments and its implications in training and instruction. Although this article is not related to tutoring or mathematics, it provides important information about learning management and how a successful learning management system can make important contributions to an organization and promote organizational changes.

McPherson, M. A., Nunes, J. M., & Zafeiriou, G. (2003, June). New Tutoring Skills for Online Learning: Are e-tutors adequately prepared for e-learning delivery. The Quality Dialogue: Integrating quality cultures in flexible, distance and eLearning. 347-350. Retrieved from http://www.eden-online.org/system/files/Annual_2003-Rhodes_Proceedings.pdf#page=362

McPherson poses some excellent points with regard to the characteristics of an effective e-tutor. Just as a teacher has to juggle several skill sets, an e-tutor must also balance technical troubleshooting, pedagogy, and online social skills to create a positive learning environment. Given this new information, one might use this article to support the use of an asynchronous system to prevent the complications of maintaining a good e-tutor staff. If a virtual tutor is created, a learner could truly reap the benefits of learning on their own schedule and having consistent help with any particular subject. Further research is needed to determine if a tutor with artificial intelligence is as effective as a live tutor.

Michaelson, J. (2009). Online homework help: evaluating the options. Young Adult Library Services, Winter(2009), 25–28.

This article covers options that could be used in a library to set up online tutoring to replace face-to-face tutoring groups in the library. All of the different factors and considerations into the needed components and which online tutoring services to use are discussed. This includes how it would work, tutor quality, student safety, customer support, price, and reporting.

The components of this article could be beneficial to us as it discusses all the things in an online tutoring service to consider. Since we are proposing setting up such a service, it gives us the main factors to take into account that potential users would look at.

Murphy, E., Rodríguez-Manzanares, M., & Barbour, M. (2010). Asynchronous and synchronous online teaching: perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. doi:10.1111/j.1467-8535.2010.01112.x

The study compares asynchronous online teaching and synchronous online teaching from 42 distance education teachers in Canada. The paper stated that although the asynchronous approach was preferred overall, when experience difficulty communication with the teacher was desired.

This study bodes well for our plan as contact with an instructor of some sort is desired when experiencing difficulty. The students in our online tutoring plan would mostly be students that are experiencing some to a lot of difficulty in their mathematics. The study was on distance education in Canada, so it may not have transferability to our scenario.

Nasser, R., Cherif, M., & Romanowski, M. (2011). Factors that Impact Student Usage of the Learning Management System in Qatari Schools. International Review Of Research In Open And Distance Learning, 12(6), 39-62. Retrieved from http://www.eric.ed.gov/PDFS/EJ963931.pdf This study explores the factors impacting the student use of a Learning Management System implemented in public schools in Qatar. The methodology included quantitative and qualitative analysis of data. The study is relevant to the proposed instructional opportunity as it provide information on a number of factors that can influence the use and thus the implementation of a learning management system in a school setting. Cultural aspects need to be considered when reviewing this study.

Razzaq, L., Heffernan, N. T., & Lindeman, R. W. (2007). What Level of Tutor Interaction is Best? In R. Luckin, K. R. Koedinger, & J. Greer (Eds.) Frontiers in Artificial Intelligence and Applications: Building technology rich learning contexts that work, (pp. 222-229). Amsterdam: IOS Press. Available from http://books.google.com/books?hl=en&lr=&id=GEK93NUHdXYC&oi=fnd&pg=PA222&dq=e-tutor&ots=Rqt7cm1y63&sig=L1Ej9lk7UwHV_Oci4UfiMa7HzxM

Three levels of tutor interactions are analyzed in an earlier “intelligent” tutoring system. Middle school students were given different types of feedback when completing linear algebra problems. The interface that this team presents appears to be outdated and is probably not as visually engaging as some of the products that are present today. However, they do a good job of investigating what types of feedback are most beneficial for a particular learning group. The research further supports that weaker math students need individualized attention and perform better with step by step coaching.

Ross, W. (2008). Mentoring and tutoring online learners: personal reflections: national implications. Focus on Colleges, Universities, and Schools, 2(1), 1–5.

The article by Ross examines the best practices of online education to compliment the fact that online learning is a very popular and convenient method of being educated in today’s society. The most important component Ross discusses is the need for collaboration between faculty and students.

This article provides good insight to the fact that we will need student “buy in” to our online tutoring for it to be successful. Some of the practices mentioned in the article focus around adult learning theory, whereas we are looking at tutoring middle school math students.

Rothman, T., & Henderson, M. (2011). Do school-based tutoring programs significantly improve student performance on standardized tests?. Research In Middle Level Education Online, 34(6), 1-10.

Rothman and Henderson conducted a study on the effects of tutoring middle school students in math and reading to increase their scores in standardized exams. The positive effects of caring relationships between tutor and tutee along with the tutor collaborating with the tutee’s classroom teacher were shared in the study. Both the control and experimental groups’ students took a pre- and post-test and the post-test scores improved for the experimental group in both reading and math.

This study was important because it help show the positive relationship between tutoring and student performance on exams. My experience with tutoring in-person has been positive but limited and the implications are can there be a similar correlation found with online tutoring? The study is closely related to my theme and I plan on using some of the other studies cited in it for further review.

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. doi:10.1080/00461520.2011.611369

VanLehn researched the effectiveness of no tutoring, computer tutoring, and human tutoring. In this research, computer tutoring meant smart tutoring systems such as CBL, not online person to person tutoring. The belief was that human tutoring was more effective than computer tutoring, but this study found them to be very close in effectiveness. However, both were more effective than no tutoring.

Our proposal of online teacher and peer tutoring would be more effective than no tutoring according to this study. The computer based tutoring systems in this research were limited to the systems used, they may not all be as effective. This research does confirm the need for some type of tutoring, and the need for it to be available to students on a regular basis. This supports our plan.

Ysseldyke, J., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to improve mathematics skills for students in title I programs. Preventing School Failure, 48(4), 10-14. Retrieved from http://search.proquest.com/docview/228549921?accountid=7119

This study provides information on an instructional management system approach to improve math skills, specifically in students participating of title I programs. The study provides a vast literature review associated to instructional management systems and mathematics, a topic related to the proposed instructional opportunity. The study has implications on curriculum-based instructional management system.