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Abstract
This study examines the differential impact of tutor labeling vs. non-labeling approaches on the performance; motivation beliefs; and cognitive, social, and teaching presence of low-achieving students. Two interactive tutoring strategy patterns are investigated based on the taxonomical e-moderating model of Salmon. In addition, the tutees’ online learning behaviors and experiences and perceptions of e-tutoring interventions are explored. This study found that the variations in the tutors’ labeling intervention were not directly reflected either in the tutors’ tutoring strategies or moderating stages or in the tutees’ English performance, motivation beliefs (measured on eight subscales), or three types of presence. However, the labeling intervention increased the tutees’ motivation belief of self-efficacy. Implications for further research and the limitations of this investigation are discussed.
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Notes on contributors
Ejean Wu
Ejean Wu is currently a PhD student of the Graduate Institute of Education, National Sun Yat-sen University. She received her MS degree in education from University of West Florida in 1993.
Shu Ching Yang
Shu Ching Yang is a professor at Graduate Institute of Education, National Sun Yat-sen University, Taiwan. She received her PhD degree in instructional systems technology from Indiana University of Bloomington. Her current research focuses on the learning processes associated with various kinds of interactive technologies. She has additional articles published in Computers and Education, Computers in Human Behavior, etc.