Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

ABSTRACTAlthough we know that asking questions is an essential aspect of online tutoring, there is limited research on this topic. The aim of this paper was to identify commonly used direct question types and explore the effects of using these question types on conversation intensity, approach to tutoring, perceived satisfaction and perceived learning. The research setting was individual online synchronous tutoring in mathematics. The empirical data was based on 13,317 logged conversations and a questionnaire. The tutors used a mix of open, more student-centred questions, and closed, more teacher-centred questions. In contrast to previous research, this study provides a more positive account indicating that it is indeed possible to train tutors to focus on asking questions, rather than delivering content. Frequent use of many of the question types contributed to increased conversation intensity. However, there were few question types that were associated with statistically significant effects on perceived...