Virtual Tutoring with Computer-Assisted Learning: An Experiment in Take-Up and Learning
中文摘要
我们考察了一项线上课后辅导项目的成效，该项目对教师提供的计算机辅助学习练习形成补充。其目标是为在校进行可汗学院线上练习时遇到困难的学生，提供低成本的一对一虚拟督导，每周在家约一小时，以支撑其学习。在与多伦多教育局合作开展的一项为期两年的随机试验中，教师识别出学习困难的4至8年级学生，随后随机向这些学生的家长提供额外线上辅导的机会，以支持学生在家练习。主要障碍是参与率。第一年，仅有45%被分配到该项目的学生参加了首次辅导。在我们重新设计邀请表述并简化注册流程后，第二年的初始参与率升至83%，但每周出席率仍低于一半——这并非因为学生退出了项目，而是因为他们间歇性参加辅导。平均而言，获得辅导机会使学生每周在可汗学院的练习时间增加约10分钟。这转化为数学测评分数平均提高0.06个标准差，但置信区间过宽，无法排除零效应或中等幅度增益的可能性（意向处理效应为0.055个标准差；95%置信区间为[−0.09, 0.20]）。我们发现，数学成绩单分数有边际显著的提高（约0.08个标准差；95%置信区间为[−0.01, 0.17]），学生对数学的满意度和兴趣也有所改善；第二年的效应大于第一年，与该年更高的参与率一致。因此，我们认为该项目具有潜力，但仍需采取更多措施，确保学生真正定期与辅导教师互动。
Abstract
We explore the efficacy of an online after-school tutoring program that complements teacher-provided computer-assisted learning practice. The aim is to scaffold students struggling with online Khan Academy practice at school with low-cost, one-on-one virtual supervision for about an hour a week at home. In a two-year randomized trial with the Toronto District School Board, teachers identified struggling Grade 4–8 students, whose parents were then randomly offered additional online tutoring to support their practice at home. The main obstacle was participation. Only 45% of assigned students reached a first session in Year 1. After we reframed the invitation and simplified enrollment, initial take-up in Year 2 rose to 83%, though weekly attendance remained below half—not because students dropped out, but because they attended intermittently. On average, the offer raised Khan Academy practice by about 10 minutes per week. This translated to an average gain in math assessment scores of 0.06 SD, with a confidence interval too wide to rule out null or medium-sized gains (ITT 0.055 SD; 95% CI [−0.09, 0.20]). We find a marginally significant gain in math report-card marks (about 0.08 SD; 95% CI [−0.01, 0.17]) and improvements in math satisfaction and enjoyment, with effects larger in Year 2 than in Year 1, consistent with the higher take-up that year. We therefore conclude that the program holds promise, but more is needed to ensure students actually engage with tutors on a regular basis.