Does Money Matter? Investigating the Dialogic Behavior in Online Tutoring Among Different Payment Mechanisms (Poster 33)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Learning Environments and Pedagogical Strategies

Abstract

Online tutoring, as a supplementary instructional approach, has demonstrated positive effects on students’ learning outcomes. With its increasing popularity in K-12 education and the expanding global market, many companies have implemented free tutoring services to attract students. However, little is known about whether these free services are as effective as paid ones and how tutors and students interact under different payment mechanisms. To address these gaps, this study investigates the dialogic behaviors of students and tutors in online one-to-one mathematics tutoring across free, token-based, and subscription-based payment mechanisms. Descriptive analysis and Ordered Network Analysis (ONA) are employed to examine the basic dialogic behaviors and their sequential patterns. The findings provide valuable insights and implications for enhancing future online tutoring practices.

Authors

• Deliang Wang, University of Hong Kong

• Gaowei Chen, University of Hong Kong

• Dapeng Shan, University of Hong Kong

• Ben Kao, University of Hong Kong