Online Tutor Training: An Instructional Design Project

Abstract

Online tutor training has been administered by a number of programs across the University of Hawai‘i, including a range of topics and delivery sequences. Though not consistently explicit, it appeared the instructional strategies often mirrored the instructional content. This research project included: Bloom’s Taxonomy, Checking for Understanding, and Scaffolding/ Zone of Proximal Development. The study involved a total of 13 undergraduate tutors, with prior tutoring experience and training ranging from 0 to six semesters. Three learning modules (one per topic) were designed and measured for effectiveness. Each module consisted of a pre-test, an explanation and application of topics, and a post-test to measure knowledge acquisition. Modules were available online for tutors to complete asynchronously in lieu of traditional in-person training. Additionally, participants were given a demographic and attitudinal pre-survey and attitudinal post-survey. Results suggest an increase in knowledge of curriculum topics and a little change in training satisfaction. Cognitive post-tests showed exceptional improvement in clarity of short answer justifications, and affective post-survey results included high ratings for application and job performance confidence. Future recommendations include maintenance of social aspects during asynchronous, online training, especially in a field such as tutoring that demands real-time interaction.