Enhancing One-on-One Distance Learning

with Educational Technology

A Literature Review

Ai Li

Curriculum & Instruction | Learning, Design & Technology

University of Houston
CONTENTS:
Literature Review

1.0. Introduction ........................................................................................................................ 3

2.0. Background......................................................................................................................... 3

3.0. Advantages of one-on-one online teaching ........................................................................ 6

4.0. Challenges and Criticisms .................................................................................................. 7

4.1. Communication and Interaction ................................................................................. 7

4.2. Anxiety tendency ........................................................................................................ 8

4.3. Loneliness ................................................................................................................... 8

4.4. Learning Effect Evaluation......................................................................................... 9

4.5. Lack of Personalized Teaching ................................................................................ 10

5.0. Technology Enhances Distance Education ...................................................................... 11

5.1. Facilitate communication ......................................................................................... 11

5.2. Improve emotional interaction and motivation ........................................................ 12

5.3. Improving academic performance assessment ......................................................... 13

5.4. Students' Attitudes to Gamification .......................................................................... 14

6.0. Conclusion ........................................................................................................................ 14

References: .............................................................................................................................. 15

2
1.0. INTRODUCTION

In recent years, with the outbreak of Covid-19 around the world, a large number of

students have had to leave campus due to the impact of health policies such as quarantine.

Distance education through online platforms was once part of the teaching programs in many

countries and regions around the world (Bozkurt & Sharma, 2020). Diverse problems in

online education, such as insufficient technical preparation (Hung & Chou, 2015), decreased

social skills of students (Rovai & Wighting, 2005), and lack of teaching evaluation and

feedback (Lassoued et al., 2020), etc. Further, one-on-one distance learning, as a type of

distance teaching, is considered to meet the unique needs of each student, thereby improving

students' academic performance and confidence (Markova et al.,2017). Therefore, based on a

review of previous studies, this section will try to discuss the status quo, characteristics, and

current problems of one-on-one distance courses, so as to further explain the value and

uniqueness of this work.

2.0. BACKGROUND

In the final days of 2019, the novel coronavirus, later known as COVID-19, with its

origin traced to a new strain of the virus. Following 2020, amidst the worldwide COVID-19

pandemic, educational institutions across the globe adopted a range of learning approaches,

such as total suspension of schooling, in-person teaching, entirely online education, and a

blend of both virtual and face-to-face instruction (McKune et al., 2021). During Covid-19,

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instructional media as well as integrated support systems for online teaching have made

online teaching possible in emergencies (Ali, 2020). Under these conditions, it should be

noted that online teaching programs may not be sufficiently designed, developed, or planned

(Adedoyin & Soykan, 2020).

Indeed, as technological advancements and the ongoing refinement of internet

technology continue, it is no longer surprising that students can engage in online learning

regardless of their location. Consequently, according to Stacey, Peter and Barty (2004),

traditional face-to-face learning might be incrementally supplanted by online education as

time goes on. At the same time, Jeong (2010) pointed out in his research that from the

perspective of educational environment, video-based distance education learning is gaining

acceptance as a recognized online education method in the 21st century. This approach

allows students to reap the advantages of active involvement in learning and classroom

settings, fostering two-way engagement, and ultimately yielding results comparable to those

of in-person classes (Jeong, 2010). However, online teaching implemented during the

Covid-19 pandemic, due to the urgency and compulsion to take place, they can still only be

considered as an alternative, temporary teaching method (Wang et al., 2020).

In previous studies, researchers have extensively explored the factors that affect the

effectiveness of online teaching, which has been found that teaching method, mode, pace,

teacher-student ratio, online communication synchronization, online assessment roles and

feedback, teacher-student roles etc. will affect the effect of online teaching (Mean et al.,

2014). In the research of Affouneh et. al (2020), it is pointed out that the courses
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implemented in emergency situations are only made to meet the urgent needs of students for

distance teaching response. Curriculum administrators are empowered more than teachers in

designing, developing, and implementing courses, which is the main reason for certain

deficiencies in online teaching courses (Affouneh et al., 2020).

Furthermore, one-on-one teaching in online teaching has gradually received more and

more attention. As stated by Bovill et. al, (2016), contemporary education often combines

large-scale instruction with more personalized one-on-one tutoring sessions. In the realm of

online education, these individualized tutoring sessions are known as one-on-one online

teaching. Hrastinski and Stenbom (2013) describe online tutoring as an inquiry-driven

learning activity where individuals can access expertise on specific subjects via the internet.

A prominent example of one-on-one online tutoring is the Math Coach program, cited in the

study by Stenbom, Jansson and Hulkko (2016). This program offers K-12 students text-based

instant messaging and a communal digital whiteboard, enabling them to receive assistance in

math from college student tutors.

Thus, in the context of Covid-19, distance education provides an alternative solution to

the problem of school interruption. Furthermore, with the rapid rise of social media and the

Internet, distance education and one-on-one distance education should be used in a wider

range of scenarios amidst continuous technological innovation.

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3.0. ADVANTAGES OF ONE-ON-ONE ONLINE TEACHING

Clearly, the advantages of one-on-one distance learning over traditional Face-to-Face

(F2F) teaching cannot be ignored. On the one hand, compared with the traditional teaching

mode, distance teaching can take up less time and resources (Shohel et al., 2022). In the

survey of Famularsih, (2020) students and teachers agreed that one-on-one distance teaching

avoids geographical location-induced barriers while facilitating online access to learning

materials, management and access to teaching content. Remote teaching, especially one-on-

one distance teaching, has impressed both students and teachers as flexible and efficient. As a

result, students can leverage distance education to attain self-directed learning, which can

also significantly aid and inspire them to pursue lifelong learning.

At the same time, a similar point was made in the research of Haug and Tauch (2001).

They believe that new technologies and models can release the constraints of time and space

and help to achieve personalized learning (Haug & Tauch, 2001). Not only that, Haug and

Tauch (2001) believed that the development of distance education platforms in the future

must be diversified and comprehensive, and at the same time make greater progress in

pertinence. Conversely, some scholars argue that the growing interest in online learning in

recent years is closely tied to technological advancements and the evolution of internet

technology (Tallent-Runnels et al., 2006). Bates (2018) carried out a study on online

education in Canadian higher education institutions and discovered that online teaching is

widely embraced due to its flexibility and greater learning opportunities compared to

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conventional teaching methods. Moreover, the implementation of online learning has been

recognized and endorsed by a considerable number of people possessing pertinent teaching

experience (Iqbal et al., 2016).

4.0. CHALLENGES AND CRITICISMS

As mentioned earlier, researchers have extensively assessed and summarized the

problems faced by distance education. Therefore, this section will explore in-depth the

current problems of distance teaching based on the review of previous research.

4.1. Communication and Interaction

Lassoued et. al (2020) contend that the most significant shortcoming of distance

learning is the insufficient communication between educators and students. Additionally,

Lassoued et. al (2020) identified several major obstacles to enhancing the quality of distance

education, which include financial barriers (inadequate hardware devices like computers),

technical barriers (slow internet connectivity), personal barriers (student resistance), and

instructional barriers (insufficient feedback and assessment to pinpoint student strengths and

weaknesses). Lassoued et.al (2020) pointed out that it is necessary to ensure timely

communication between teachers and students during distance teaching. However, during the

Covid-19 pandemic, emergency online teaching was only able to reduce the academic

damage of school closures, but not to a sufficient degree (Affouneh et al., 2020). Therefore,

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better online teaching models designed to facilitate communication and interaction between

teachers and students would be valuable.

4.2. Anxiety tendency

The issue of students' negative emotions caused by remote teaching has also been

extensively explored in previous research. In the study of Husky et. al (2020), it is mentioned

that as the duration of distance education increases, the mental health problems of students

also increase, especially moderate or severe stress. Simultaneously, anxiety is the primary

negative emotion experienced by students and is regarded as the most pressing issue in the

distance education process. In essence, students are generally more anxious in distance

learning environments than in conventional educational settings (Ajmal & Ahmad, 2019).

Nevertheless, Acosta et. al (2019) found no substantial differences in a study involving

adolescents comparing the effects of distance learning and face-to-face (F2F) education on

students' susceptibility to anxiety, depression, and OCD. Some researchers also believe that

anxiety in online education contributes to positive learning outcomes (Pekrun, 2006).

4.3. Loneliness

Another problem with online education operations is loneliness. Unlike offline teaching

that facilitates more intimate face-to-face engagement, students in distance online education

often grapple with feelings of isolation, and their social abilities might be inadequately

developed or potentially decline (Rovai & Wighting, 2005). The study believes that in

distance teaching, students only interact with computers, which means that it is difficult for
8
them to acquire social skills in study and work (Rovai & Wighting, 2005). Not only that,

Galusha (1998) found that online teaching Dropout rates are much higher than face-to-face

teaching. Although some researchers have refuted this idea, it has emphasized that dropouts

are difficult to define in F2F teaching because students are not usually considered dropouts

when they move from one class to another (Lee & Choi, 2011). However, In the research of

Angelino, Williams and Natvig (2007), it is mentioned that increasing interaction in distance

teaching can effectively reduce dropouts, such as: organizing study groups and establishing

collaborative links, strengthening teacher-student interaction, organizing study group

interaction and mutual assistance, etc.

4.4. Learning Effect Evaluation

The evaluation of learning effect is also a challenge that teachers often face in the

process of distance teaching. In a survey conducted by Conrad (2004), it was found that

teachers agreed that in traditional teaching methods, teachers can stop in the middle of the

explanation, explain and test their students, so as to find out the students' understanding of the

knowledge. If students fail to understand something, they can stop and explain further

(Conrad, 2004). However, during distance teaching, teachers cannot observe students, so it is

difficult to evaluate students' learning effects in a timely manner (Conrad, 2004). Therefore,

Govindasamy (2001) proposed in the study that assessment is one of several important

aspects of distance teaching. Distance learning should test and assess students through exam

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questions, essays, and project deliverables, which are necessary to help students achieve

successful learning outcomes.

4.5. Lack of Personalized Teaching

Postareff and Lindblom (2008) proposed that in traditional teaching methods, a single

scholar can disseminate knowledge to a large audience. This means that teaching is strongly

teacher-centred. Nonetheless, researchers generally concur that individuals possess unique

learning styles and cultural influences; students who engage with their preferred learning

style and consider personal cultural aspects tend to achieve better academic results (Sywelem

et al., 2012). As a result, to optimize learning outcomes, educators should recognize students'

learning styles (Mupinga, 2006). When students exhibit a strong preference for a particular

learning style, it becomes impossible for them to learn if materials and resources are not

delivered in that specific format (Zapalska & Brozik, 2006). However, in the realm of

distance education, determining and comprehending which learning method can yield better

results for students remains a challenge for educators (Folley, 2009). McLoughlin

(2001) emphasized that grasping the diversity in distance education classrooms is crucial for

understanding student needs. Within the context of distance learning, teachers must still

communicate and exchange information with students, as this is vital for understanding each

student's individual learning style (Brozik & Zapalska, 2006).

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5.0. TECHNOLOGY ENHANCES DISTANCE EDUCATION

As mentioned earlier, despite the backdrop of the Covid-19 pandemic, distance

education offers students a solution to uninterrupted studies during emergencies. However, in

a wider scope of application, one-on-one distance education and education practitioners still

face a variety of problems and challenges. In fact, from the perspective of educational

technology, these problems and challenges can be alleviated to a certain extent. Therefore,

this section will try to summarize and discuss how, in previous studies, researchers have used

educational technology to facilitate communication, increase emotional interaction, enhance

academic assessment, and implement personalized instruction in distance education.

5.1. Facilitate communication

Robinson et. al (2008) asserts that fostering communication and collaboration skills

should be among the objectives of education. Friedman and Friedman (2013) emphasized that

the three skills that students must possess are: "the ability to engage in critical thinking and

problem solving; the ability to communicate effectively; and the ability to collaborate".

Under such circumstances, some researchers believe that social media can be an effective tool

to promote communication in distance education. For example, Williams and Jacobs (2004)

argue that blogging and academic discourse are "natural allies". On the distance education

technology platform, it can include "old" technology, such as e-mail, online discussion

forums, etc.; it can also include social media, such as discussions through twitter, building

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classroom wiki projects, and using YouTube for video demonstrations, etc. (Friedman &

Friedman, 2011).

5.2. Improve emotional interaction and motivation

Providing students with gamified distance education is believed to be able to promote

emotional interaction among students in online learning (Krause et al., 2015). Krause et.al

(2015) believes that adding "social factors" to games can help attract Students, which

included set avatars, points, time limits, and badges, etc. in the game. The research

additionally demonstrated that participants in the social gaming scenario exhibited greater

engagement compared to those receiving remote instruction under standard conditions.

Moreover, the social gaming aspect amplified the effects of gamification on memory

retention and achievement. Huang and New (2015) attempted to gamify SPSS courses in

"Moodle". Results showed that in-game leaderboards and badges were able to motivate most

learners. The scores in the game play a role in attracting students to take on challenging tasks

and extracurricular learning (Huang & New, 2015). In this study, Huang and New (2015) also

emphasized that the control group learners in the experiment did not Try any challenging

project in the learning process. Similar conclusions were obtained in the study of Dominguez

et.al (2013). They further point out that although adding gamification to distance education

appears to be effective in improving student motivation, significant efforts must be made in

the design and implementation of e-learning platforms in order to achieve this effect. Not

only that, in the study of De-Marcos et.al (2014), it was found that although gamification of

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distance education and the use of social networks improved students' positive attitudes

towards teaching, students' academic performance and participation did not significantly

improve.

5.3. Improving academic performance assessment

Tallent-Runels et. al (2006) indicate that although convenience is the primary reason

students opt for online education, other elements still play a role, including well-designed

course structures, interactive opportunities, and effective assessment methodologies. In fact,

research in recent years has shown that the gamification of distance education can help

educators improve the evaluation of students' academic performance (Fujimoto, 2015).

According to a report from Fujimoto and Shigeta (2016), the development of distance

education in recent years Gamification has achieved significant progress in three areas, which

are coordination with large companies, educational assessment and the adoption of

gamification in ICT education. It is worth noting that more and more learning games have

been spawned by the cooperation between large game companies and educational publishing

companies. Especially in terms of academic performance assessment, the trend of applying

educational assessment to gamified learning has approached the mainstream (Fujimoto &

Yamada, 2013). Based on this, Shute (2011) proposed the method of "embedded assessment",

which is Refers to the evaluation of learners' behavior during the game according to the

defined educational evaluation indicators.

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5.4. Gamification and students' attitudes to gamification

Research by Kihl et.al (2010) pointed out that, taking massively multiplayer online

role-playing games (MMORPG) as an example, learners can gain a highly engaging,

scalable, and highly personalized user experience that they never had before. In broader

research, researchers have consistently explored learners' attitudes toward gamification in

distance learning (Bermik et al., 2015; Hakulinen et al., 2015 & Aldemir et al., 2018).

Aiming at user attitudes towards gamification and social networking, many related

researchers have discussed it (De-Marcos et al., 2014). Its results indicate that user attitudes

toward gamification in distance education are positive, and that social network participation

leads to better academic performance (De-Marcos et al., 2014). In a further study, Codish and

Ravid (2014) respectively the attitudes of students of different genders towards gamification

were explored. It has been found that male students are more likely to receive gamified

distance learning than female students. Not only that, but the study also found that

extroverted students are more likely to associate the joy of learning with in-game points,

badges, rewards, etc.; while introverted students prefer offline leaderboards (Codish & Ravid,

2014).

6.0. CONCLUSION

In summary, based on an extensive review of previous research, the status, strengths,

and challenges of one-on-one distance learning are summarized and discussed. Furthermore,

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based on the current difficulties faced by remote teaching, this report illustrates the value of

improving the status quo through educational technology. Especially the gamification of

distance education can help distance education out of the predicament in many ways.

Therefore, in my online course design and teaching, I try to incorporate many technologies

like Quizlet, Edpuzzle and Scratch programming technology and provide students with a

gamified one-on-one distance teaching.

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