In 1962 Buckminister Fuller forecasted a future where education will be provided to any home, individually selected and that "education will be the number one world industry." Recent articles in Electronic Learning and THE Journal have asked why colleges of education have not been training preservice teachers to use the emerging technologies in the classroom. The College of Education at Jacksonville State University (JSU) has been committed to technology education. In 1992 the Multimedia Instructional Laboratory (MIL) was created to facilitate this purpose. The MIL is a Mac and Wintel platform, ethernet-connected facility with laserdisk players and monitors at each table. A description of the MIL is found at http://www.jsu.edu/depart/edprof/isu/mil.html In 1996 instructors began to explore ways to provide a tutoring service through this facility. While the Teaching/Learning Center 's (T/LC's) web based tutoring is not quite filling Fullers' prediction of a two way TV set in the home, the T/LC was able to pilot a tutorial using WebChat and e-mail through the Teaching/Learning Center tutorial program.

HISTORY

The Teaching/Learning Center at JSU began in 1982 to fulfill state mandated practicum for preservice teachers requirement. 4 Over 3700 K-12 students from surrounding communities have received tutoring help through this practicum program (see http://www.jsu.edu/depart/edprof/isu/tlc.html). The T/LC program effectively trains the teacher education students to tutor. This practicum also prepares tutors to utilize computer edutainment and resource software. In 1982 , the T/LC's software was limited to the then growing MECC (Minnesota Educational Computing Consortium) library of Apple IIe software, and a library of varied software that grew to over 2000 separate software titles. Since the MIL was created, efforts have been made to expand the software collection to include CD's and Level I and III laserdisks. The MIL's internet connection was established by Computer Services in 1995 through the Alabama Supercomputer Network. The goal of the TUTOR chat line was to bridge the use of our hardware resources with the tutorial practicum.

At http://www.jsu.edu/tutor/ you may visit this effort to tutor using WebChat. The Computer Services Staff at JSU found this freeware and placed it on our server. Today it is marketed under the brand name WebChat (see http://wbs.net /webchatServer/webchat.html). A faculty member volunteered his son to be the pilot tutee, and a student working on his tutoring practicum volunteered his efforts as the tutor.

The Teaching/Learning Center uses a handbook, The Teaching/Learning Center Handbook, and orientations to train JSU students. In the practicum, emphasis is placed on the tutor assessing the tutees needs through one to one contact. The tutorial plan is a major component of the practicum. It shows the practicum student's utilization of resources available at JSU, as well as the student's thoughts and reflections for the tutorial. A good supplemental text is The Master Tutor by Ross B. MacDonald .

In traditional tutorials, the tutor works one to one or in groups less than five. The tutor generally attempts to determine the tutees needs and create a curriculum that responds to these needs. Determining the needs can be done by testing using standardized tests. 5 Commercial tutoring programs such as Sylvan Learning Centers and Kaplan Educational Centers do extensive testing. In the T/LC the time and expense of testing would decrease the amount of time available to tutor. It can also be said that such standardized testing does not determine potential but rather how well a student takes a standardized test. Standardized testing would also not be possible over the internet, for all these reasons the T/LC does not require pre-and posttesting. The T/LC application for tutoring does have a permission slip for parents that allows the tutors access to the student's records.

The web based tutorials do not lend themselves to this type of assessment due to security and copyright issues. The focus of web based tutorials shifts to finding out what a child can do and building on this to bring out the tutee's potential. The student (tutee) is meeting a need. Either looking for remediation (help) or enrichment the goal is to make the student confident in learning and reasoning on their own. The tutor must be aware of the tutee's whole response in order to create an appropriate curriculum. The tutor should look for five indicators of the tutee's responses:

• Acceptance and recognition of the problem,
• Appropriate problem solving strategies,
• Experience in solution of similar problems,
• Confidence, and
• Reflection to check results.

The tutee brings to the tutorial his/her academic personality. This academic personality is shaped by his/her previous experiences with teachers and others that have attempted to teach this student. These experiences may help or hinder. As a tutor, the goal is to encourage the tutee's academic growth beyond a dependence on others and into being an independent lifelong learner. The tutee may be aware of his/her actual abilities and skills if not, the tutor should help to point out his/her strengths. The tutee should be encouraged to seek help when faced with a challenging problem, but the student should trust his/her own abilities when a problem falls within his/her range of academic abilities. The tutee's confidence in asking appropriate questions and ability to independently solve problems must be assessed and strengthened. Usually, the assessment is done through questions. The tutee's shows strength by asking him/herself questions independently and determining sources of information that appropriately help solve the problem.

Most content areas have definite skills and approaches to problem solving that must be mastered. The tutor must be constantly aware of any faulty or underdeveloped skills as they appear. By redirecting, rather than correcting a skill level error, a tutor may help the tutee to be aware of and to watch out for this type of error. Success in skill level activities can most often be corrected with drill and practice. A tutor noting a skill level problem should create lessons that allow the student to perform a skill frequently enough to develop mastery.

The tutee will quickly show his/her knowledge of the content being covered. Sometimes this is shown by a facility to use the language (jargon) associated with a particular discipline. The tutor should ask questions that allow the tutee to express his/her understanding and discretion of what content is known and what content needs to be learned. Usually a tutee's academic background is his/her primary source for information. However, when faced with dissonant facts, or conflicting ideas a tutor must help the learner accommodate the information in a relationship that shows understanding and allows for further discussion. The tutee's willingness to accept other's ideas are an indicator of this trait. Another indicator may be the way the tutee refutes other's ideas.

One strength of the E-mail or WebChat tutorial is that gender and cultural biases can be reduced or eliminated. The anonymity can allow both the tutor and the tutee to respond with as little or as much personal information as they want. Keeping a professional distance can easily be accomplished, allowing the tutorial to flow naturally through academics. The tutorials require monitoring. A discouraging word in a tutor's e-mail response caused Academic Assistance Access (AAA) to drop the tutor and remind all participants of their policies.WebChat offers real time communication among all participants. This can cause problems with the chat being dominated by other learners asking non relevance or non related questions.. In a chat session all connected people see what is displayed.

Questions asked by the tutor should determine the learner's ability to see and discuss their current problem's relationship to questions solved previously and events faced in real life. This is something that a tutor can strive to determine over time because the ability of the tutee is not quickly assessed. It is better to question than to give the answer. Sometimes the learner dismisses academia as being a rather distant way to see the world . Relevant questions can draw a relationship that merges the content of academia to the real world. This results as the tutor bridges the academic content to the learner by having knowledge of the tutee's life and experiences. The goal is to help the learner see these relationships and begin to bridge the connections on their own.

Dr. Howard S. Barrows describes what he calls the facilitory tutorial method. In his method the goal is to produce independent learners. Barrows defines in his adaptation of maieutic tutoring, questions that probe e.g. the tutor must constantly ask "Why?" "What do you mean?" "What does that mean?" "How do you know that is true?'-again and again until the student has gotten down to the depth of understanding and knowledge expected of him and has brought out all he knows (often more than he realizes he knows). The tutor must never let ideas, terms, explanations or comments go unchallenged or undefined, "what do you mean by that, tell us what you know?" "Would you explain that? "

Throughout the tutorial, the tutor needs to help the tutee develop the ability to be analytical. Reflection is the ability to approach learning in an analytical and critical way. When the tutee can reflect about a learning situation, s/he demonstrates an ability to utilize his/her skill's and problem solving strategies, relate his/her background and comprehension, and explain its application to this problem.

Tutorial strategies vary and while the above is offered as a way to tutor using the Internet there are other ways. A Socratic method of questioning may not be appropriate for all cultures. The best part of a one on one tutorial is that it is one on one. Obviously the goals of any tutorial include that the student becomes an independent learner that is capable of asking appropriate questions, finding authoritative sources of information and reflecting on the outcomes. The questioning strategy acts as the temporary scaffolding to support a student in developing their own ability to problem solve.

There are some specific elements to using the E-mail or Webchat for tutoring. First avoid the lecture. The tutor must respond to the tutee's question, however the response can be short and probing. The tutor needs to write like he talks. By using a conversational style the tutee can feel more relaxed and responsive to the atmosphere you create. A tutor should attempt to get to know the tutee. Using this knowledge in the tutorial can help the tutor relate to the tutees' actual experiences. Use of questions that require the tutees' responses also helps keep the tutee involved in the solution. Supplement your instruction by referring to web sites that also cover the content. Use of a Hunter style method of explaining a problem, demonstrating a solution , helping the students to solve a problem, letting them solve one on their own, and reteaching can be an effective web strategy.

PHILOSOPHY

Obviously when one uses a new tool, it is necessary to know what you have . In the use of the internet to tutor is a part of a larger concept of computer related communication (CRC). CRC is part of Asynchronous (any time/any place) Learning Networks (ALN). ALN covers it all from distance learning by video to voice -mail communication. At http:// www.aln.org/alntalk e-mail communication concerning the audience of ALN to rationales for ALN. Such issues as, "how to evaluate ALN programs "and "students perceptions of privacy" are being discussed. These discussions show the common threads among the various ALN delivery methods. The group is not without its dissenters, some argue that this is a fad and it will not continue. Other letters express the students positive attitude that comes from having his/her individual responses from the instructors to his/her original questions.

OTHER DISTANCE LEARNING APPROACHES

Distance learning is defined by the United States Distance Learning Association as "the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance." Web based tutoring falls into this type of learning at a distance. Compressed video is a new communication medium in schools that allows a student to both see and talk with the instructor at locations remote from the point of origination. It brings the lesson to the point of demand as Fuller predicted. Teleconferencing, data, slide and document sharing are commonly provided through compressed video. Students are able to share their ideas in an audio-visual format with audiences at various sites. Compressed video allows for intensive interaction and is ideally suited to a tutoring environment. The teacher sees the remote student while they interact. The use of a document camera allows for the exchange of documents, slides, transparencies, and real objects between locations. Many schools have dedicated lines for instructional or community services. While not serving larger audiences, small group tutorial sessions can occur without additional line charges thereby providing an ideal setting where the exchanges of ideas and images are facilitated in a live interactive environment.

Compressed video allows the student to:

• Access to a variety of experts.
• Eliminate the expense and risks associated with travel.
• Save valuable time otherwise spent in commuting.
• Share ideas with his/her peers at various locations.
• Personalize instruction through intensive interaction.
• Be a part of a new communication medium that is transforming both business and education.

A popular distance learning format is the videocassette. Courses in a variety of subjects are offered through a combination of television and other media. When offered for credit, telecourses may combine televised lessons with on-campus study sessions, texts, reading assignments and laboratory opportunities. The PBS Going the Distance project has helped to popularized this format for students seeking associate and baccalaureate degrees. The Going the Distance curriculum has generally consisted of freshman and sophomore courses. Now that public schools are stressing dual enrollment opportunities in which students may take college courses and still receive high school Carnegie units, the college by cassette format has an expanded audience. The curriculum offered in a videocassette format has the added advantage of being easily supplemented by both text and other print media.

The videocassette format is ideally suited for tutorial experiences. Students are able to review lessons at their own pace at times that are most convenient to them. Students can share the playback with their parents or peers. As an added convenience, segments are often indexed to counters numbers for ease of reference. The loss of a live interactive environment may cause the learner some discomfort. However, an instructor serves as the instructional support through the internet or through individual conferences. The use of the Internet in conjunction with the videocassette can make the course increasingly timely.

Through a merging of technologies, the Internet may provide both videocassette and compressed video experiences. In the past, there has been a lack of suitable materials. Today that has dramatically changed. Opportunities range from specially designed chat rooms to courses for college credit. In meeting the needs of students of all ages, many institutions of higher learning are developing courses for on-line distribution. Today institutions provide incentives for instructors to develop and maintain courses. With appropriate equipment and a suitable service provider, students are receiving course work at home. Courses may be used for enrichment, university and/or high school credit. The popularity of the personal computer combined with the accessibility of the Internet has facilitated this approach. There has been a recent emphasize upon providing computers with Internet access to the public libraries and schools. Students who cannot afford to purchase computers for home use can thereby enjoy the advantages of Internet course work and enrichment.

The results were very encouraging. The WebChat became the place where the users could act freely in a virtual tutorial.. Both the tutor and the student indicated that a bounding develops between the instructor and the student. The student saw the teacher/tutor as a personal motivator involved in his academic growth. A person who identified a learning problem and remedied it. The student sees the instructor as a coach, mentor, and friend. Because of this bond, the student was extremely motivated to finish the tasks at hand and complete his e-mail homework. However, the student was frustrated that sometimes establishing the connection through the his service provider took most of the hour. Two problems arose, establishing connections and scheduling. The tutee's service provider was limited to 2400 baud in this rural location. At times the tutee was unable to log on to the University's server. The scheduled time they were to meet was rarely achieved because of these problems. Both the tutor and the tutee remained positive - positive about the tutoring experience and the ability to use this media as a way to learn. The tutor liked the convenience most. The parent of the tutee expressed delight in the convenience and in his child's response to the technology.

Using WebChat and the JSU tutor, this pilot program has successfully demonstrated that a link between the real world of tutoring and the virtual world of tutoring can be accomplished. The on-line link of tutoring can help prepare preservice teachers for teaching. In the future teachers may find that tutoring through the Internet is an extension of their student contact day. The permeability of this media allows students that are homebound to communicate using WebChat and experience teacher and possibly peer interaction. The convenience and safety of Internet based tutorials can provide or supplement classroom instruction. While wiring the classrooms and the homes in America to enable virtual tutoring may not solve all educational problems, it can effectively become another teaching tool that will have a place in the educational and home settings.

RESOURCES

General Topic Tutoring

The International Tutoring foundation, a non profit organization based in Canada (http://edie.cprost.sfu.ca/~it/res-and-ref.html), in 1995 began offering an e-mail tutorial service for $0-15 per hour. A visit to http://edie.cprost.sfu.ca:80/~it/evolution-1.html will provide the reader with the origins of the foundation.As of this writing, the non-profit, charitable organization charged with introducing the global tutoring concept, the International Tutoring (IT)Foundation, has over 270 members, 60 qualified Global Tutors and 3 Global Tutees. In addition to a committee structure which was formed in the Spring of 1995 and subsequently revised, IT member dialogue takes place on the tutor-l discussion list and worldwide voting on critical issues will be held on the tutrvote discussion list at St.-Johns University in upstate New York. This infrastructure and the process by which global tutoring is undertaken are set forth on the IT web site at Simon Fraser University in British Columbia, Canada.

While this site still exists, IT is not active. A spin-off group called TutorNet.org has emerged. Members of I IT were notified by Drew McArton of the formation of t http://www.tutornet.org. In his description he states that this site will become a part of internet commerce and a real teaching community.

Tutor 2000 was created in 1996 by Chaim Lazar. Located at http://www.tutor2000.com provides a free site to people tutoring and people looking for a tutor. Tutors can post a resume and a listing of services provided. Perspective tutees can browse the list to determine the best choice to meet their needs. Tutor2000 offers a search engine to help find specific tutors. They can meet at the Tutor2000 chat room to conduct their session in real time on-line. Chatting lets the tutor and tutee conduct a private session.

Academic Assistance Access (AAA) is a site offering answers to questions in academic categories. Located at http://www.tutoraid.org/, categories of assistance are Secondary: American History, Mathematics, & Science and Post Secondary Algebra, Biology, Calculus, Chemistry, and Physics. Assistance comes in the form of E-mail once the student subscribes. The students pose a question and the tutors respond as a group. This helps to monitor the e-mail discussions. The site has policies that can lead to the dismissal of a tutor or a tutee. Also a chat room using Java Chat exists.

Tutoring Programs

The University of Westminster's Westminster Connection ,http://www.wmin.ac.uk/BMSS/TANDM/TUTORING /TUTORING/studdocs.html , seeks to encourage English College students to tutor in the University school collaborations for credit. This same program is at the Universities of Newcastle and Northumbria at Newcastle, http://www.ncl.ac.uk/~njmw/general.html. The student tutoring involves volunteers working alongside teachers in local schools, typically for one half-day each week for about 10 weeks. These programs are supported by British Petroleum, http://www.bp.com/student.html. BP, in partnership with Imperial College (University of London), supports the International Mentoring and Tutoring Project, one of the aims of which is to develop student tutoring and mentoring programs worldwide. The ITMP's last conference was in April 1997 in London, England.

Some sites list services offered at specific locations. The tutoring center at Catonsville Community College, http://www.cat.cc.md.us/~shelley/index.html, is a representative of such a site. Students at Catonsville can find the subject areas that tutorials are offered and sign up for a specific time and date at this WEB site.

Charter schools have gone beyond tutorials to offer instruction that is accredited by their State Department of Education on the WEB. CHOICE 2000 is a California school that offers their curriculum on the internet. Students communicate with the school

"utilizing a bulletin board service (BBS) adapted specifically for the school and an Internet webserver, students attend class, receive assignments, turn in homework, and socialize with friends. In addition to meeting standard curriculum requirements, students also learn advanced computer knowledge and word processing skills. Once acclimated to this virtual environment, students independently venture further into computer technology by way of additional software programs, other commercial on-line services, and the Internet."

CHOICE 2000 is a complete educational institution serving students in grades 7-12. There is no tuition charged, however, proof of residence is required. Students must provide their own computer with modem and enter into a contractual agreement that insures the school that it will be kept operational. Students must log-on at the school five days a week and parents two. The school has been operating since 1994-95 school year.

Tutor Tutor located at http://www.webcom.com/ergo/tutor, is a combination training site for tutors and a site for tutors to exchange information. The notebook background may be distracting however the content is valid. This site does charge dues of $100 per year per institution.

The Writery is located at http://www.missouri.edu/~writery. Although priority is given to Missouri University students, this site offers feedback for writers on their work. The feedback is provided by staff and professional writers and consists of suggestions and criticism of their work. At http://www.writers.com this concept is taken further. By signing up for specific categories of writing and paying a class fee, the perspective writer can have feedback from published writers for a set number of weeks.

The Dartmouth tutoring program is found at http://www.dartmouth.edu/admin/acskills/#tutor. While it has little to offer a person outside Dartmouth College, the structure and methodology of their Study Groups can be found at this WEB page. An interesting history of the Academic Skills Center provides a glimpse into this program.

Hewlett Packard allows their scientists and engineers to communicate via E-mail to selected classes. Their mentoring program allows students to ask questions and receive encouragement at http://mentor.external.hp.com:80/. Information and statistics from this program may be viewed at http://www.hp.com/abouthp/features/email/email.htm.

Resources for Software Developers

If you are writing computer software that involves tutoring, Carnegie Mellon University has research that offers insight on creating an intelligent tutor. The article "Cognitive Tutors: Lessons Learned" by John R. Anderson et all is a researched based study. Although the authors no longer suggest imitation of a human tutor they have eight principals that they follow. More information about the use of artificial intelligence use in education may be found at http://www.aace.org/pubs/. Dr. Pierre Dillenbourg, a former Elementary teacher now works to create educational software, at http://tecfa.unige.ch/tecfa/general/tecfa-people/dillenbourg.html. You may download her papers on modeling expertise. Another resource is her work seen at http://tecfa.unige.ch/tecfa/tecfa-research/memolab/report93-chap4.html here she states the goals of the MEMOLAB and how to create AI using neo-Paigetian theory.

Teletutor, http://www.teletutor.com/, is a site for downloading technology related software. You choose your course, download it, and call their sales department for activation for 6, 14, or 365 days. Credit for successful completion is not given. This site is meant for training for computer technicians or laboratory supervisors.

Carelton University has a site that allows the creation of html documents that are tests. A modified html that allows special commands is explained and examples of test questions are available. This html document can be posted on the WEB if the server is CGI compliant (see http://hoohoo.ncsa.uiuc.edu/cgi/overview.html).

Resources for Languages

While requests for a classical Greek tutor may be few, it is comforting to know that a resource such as http://web1.ea.pvt.k12.pa.us/medant/ exists. This site offers translations, dictionaries and copies of ancient works. The page has links to FTP sites for downloading drills for the study of ancient Greek and Latin.

Perhaps the best resource for the teaching of languages is http://www.travlang.com. This site is very complete. Besides providing instruction in travel phrases, it has links to hotels, airlines, maps, exchange rates, bookstores, on line dictionaries and translation services, other language sites and an on-line chat. The tutor and the tutee could log on to chat and perhaps others would enter the conversation making a real life utilization of language resources.

Resources for Mathematics

The MacTutor History of Mathematics page, http://www-groups.dcs.st-and.ac.uk/~history/ is a project at St. Andrews University that concentrates on the personalities involved in mathematics. Most students study math as a system of logical thought to be applied. This site allows the user to read of the origin of the mathematical principles that they apply. An interesting feature is called Famous Curves which allows the viewer to see famous curves and learn of their mathematical origins or with a Java enabled browser manipulate the curves. Complete with a chronology of mathematical discoveries with a bit of research, this can be a valuable supplement to mathematics instruction

Karl's Calculus tutor, http://www.netsrq.com/~hahn/calculus.html, gives on-line help to first year Calculus students. He offers the help free or you may send him a $5.00 donation (if it helped). You either e-mail him a problem or go through his growing lists of modules. Karl's imaginative way of expressing how to work a problem shows his fascination with Calculus. Karl also offers help with Physics

The Physics Tutor, http://www.vetl.uh.edu/physicstutor/physics.html, also appears to offer assistance with physics rather it exists to promote a software tutor. A demo may be downloaded.

The World Wide Web Mathematics' Tutor, http://tqd.advanced.org /2949/index.htm, is very limited in content. The site offers two explanations one on fractions the other on decimals. This is covered in two pages of text.

Resources for Science

This paper will not attempt to list all the sites available for science instruction. NASA has several useful sites, as does the American Chemical Society, and the National Science Teacher's Association. The easy way to find science information is to go to Yahoo, http://www.yahoo.com, and click on science. Most sites have a K-12 or an educational area.

The US Geological Service has a WEB site dedicated to K-12 as well as the lifelong learner at http://www.usgs.gov/education/. Besides the programs that exist on this page there are two unique resources, Ask a Geologist and Ask a Hydrologist that allow the user to ask professionals in these fields a direct question. While this is not a true tutorial, it could provide an element of communication with a professional.

The NSF funds a number of science sites exemplary is the CoVis site sponsored by the School of Education at Northwestern University. This Geosciences site has a experimental based projects using a full range of multimedia.

Telementoring Young Women in Science, Engineering, and Computing, http://www.edc.org, is a site devoted to mentoring females and to telecommunications technology.

Resources for Tutors

One of the best advantages of using the internet in your teaching is the ability to use primary resources. While new material is available on the Web, so is the archives of the Library of Congress, http://rs6.loc.gov/ammem/ndlpedu/lessons/fw.html.

Americorps offers two books on tutoring, I Have A Dream/AmeriCorps Tutoring Guide and Believing in Ourselves: Progress and Struggle in Urban Middle School Reform. You may request copies of their publication by following instructions at http://www .src.w1.com/amctutor_main.htm. Although primarily concerned with Americorp promotion this site can provide interesting articles.

Howard S. Barrows M. D., Professor and Chair of the Department of Medical Education at Southern Illinois University, http://edaff.siumed.edu/DEPT/Index.htm, has a site devoted to Problem-Based Learning. He originated a program for medical school students that involves six students and a tutor to use simulated/standardized patients to stress the importance of reasoning with the support of training tutors. He offers a workshop for secondary teachers as well as a training video and a book, The Tutorial Process. Other Problem Based learning sites may be found at http://ddsdx. uthscsa.edu/pblist/pblisthome.html.

A resource for "how to" CD-ROMs and videos is located at http://www.totalmarketing.com/an/page.pl/main.html/dpa7764 Presented by Total Marketing this site has extensive listings of educational and special interest materials.

Study and testaking skills are often part of any remediation program. Several sites have study skills as well as other skills for the student. A good starting site for math is http://www.mtsu.edu/~devstud2/anxiety.html. This site offers basic skills and has links to other study skill sites. Other study skill sites include, http://www.marist.edu/alcuin, http://www.services.unimelb.edu.au/Isu/, http://www-slc.uga.berkeley.edu/SLCHP.html, and http://www.d.umn.edu/student/loon/acad/strat/.

Educational Testing Service has a website at http://www.ets.org/resource.html, that has an extensive list of resources located on the Internet. At http://www.ets.org it has links to the tests that they represent.

CHAT SOFTWARE

Java Chat

The Academic Assistance Access site utilizes a free Java enabled chat provided by a site in Germany. The site at http://www.spin.de/commline/ice.html, is a chat line that allows different channels. This site offers the information to instantly create your own channel. AAA has created its own site. Chat Touring is proprietary chat software. Chat Touring can be seen at http://www. travlang.com. It was developed for the travel lang, however the site offers indications that it may be available for other Web sites. It is Java based.

Microsoft Chat

Microsoft offers its Internet based conferencing software free. It can be downloaded from http://www.microsoft.com/netmeeting. The software runs with Windows 95 and Windows NT using the Microsoft Internet Browser. The software also has video and audio capability.

WebChat

WebChat, http://www.irsociety.com/, runs WebChat Broadcasting System (WBS) an interactive and event network on the World Wide Web with 1,000,000 registered users. WebChat has offered free internet chat since its inception in 1990. This web site-based chat service is 100% advertiser driven and records more than 5.5 million "page views" each day. You can petition for a room, get a private room, or go to one of the many active chat rooms.

Disclaimer: While all of the sites listed above were up and available at the time of this writing, We have found that sites and links are rather ephemeral and disappear at a high rate. We do not attempt to make this a complete list , but we have selected the ones most closely related to tutoring.

BUSINESS

Training on the internet by large corporations has been successful. Microsoft online Network (MOLI) began in 1995. Students enrolled in the self-study courses had e-mail access to a learning advisor that evaluated the students and tutored them based on quiz results. Also the student participated in chat-sessions. Microsoft evaluated the program and determined:

• The design of the instructional program is a strong motivator
• Student's hardware and net accessibility limits what can effectively be sent over the internet
• It takes a great amount of hardware and support to distribute nationally and internationally.
• Training in a student's native language is important.
• Some students do not respond well to online tutoring
• Chat may be burdensome to some students when peripheral or elementary information dominates the chat.

In 1998 MOLI will merge with ATEC, a training company. ALTEC will offer Microsoft training through localized training sites rather than a national site. Novell also is delivering training through instructor led localized training sites.

CONCLUSIONS

Jacksonville State University has a coalition of local school principals and superintendents that meet regularly to discuss the coordination of services. It has been discussed that this coalition of schools will use the tutoring services when the k-12 schools have the hardware and internet connectivity to make our tutoring accessible. Ideally, schools will provide the needed students and JSU the appropriate tutors. The schools in our coalition are willing to make the commitment of people and hardware to develop this technological tool. This will eliminate the frustrations encountered in this pilot program.

Through the WEB, compressed video and the college by cassette, JSU is finding technological solutions to providing higher education to more students. The utilization of real time chat students can also have tutorial services in conjunction with their courses. JSU has the ability to deliver education via the Internet and to begin to fulfill Fuller's forecast of two way interactive education for students at home. JSU is edging closer to Fuller's future.

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Burns, M.(1996,June). The origins of Global Tutoring.Available on line at http://edie.cprost.sfu.ca:80/~it/evolution-1.html. April,1996.

McArton, D. Jan 18 E-Mail "New internet service for tutors"

Rose, R. (1998, January). Detour on the I-way. Training, 35,9, 70-78.

Zenanko, Carl Michael, M. Ed.

Instructor, Educational Resources

Supervisor Multimedia Laboratories

Coordinator Teaching/Learning Center 1990

1. Academic Degrees:

M. Ed. Vanderbilt University 1985 Science Education

B.A. Hendrix College 1977 Humanities

Minors, Chemistry, Biology, & Mathematics

2. Professional Experience:

• 1990-PRESENT Coordinator of the Teaching/Learning Center, Supervisor of the Multimedia Instructional Laboratories, and Courtesy Instructor Educational Resources
• Sept. 1989 - Dec. 1989 Sax High School, Anniston, Alabama LD resource room
• 1987 -1989 Plainview High School, Plainview, Texas; taught biology, environmental science, physical science. Co-sponsor Science Club.
• 1985-1987 Cheatham County Central High School, Ashland City, Tennessee, taught biology, consumer math, general business. Sponsored Science Club.
• Nashville Banner, Nashville, Tennessee 1985-created "Pursuing the Banner", an educational game-spoke at workshops in schools on use of newspaper in the classroom wrote and researched other educational materials for the Nashville Banner
• Prophecy Investments, Inc., Franklin, Tennessee 1984-wrote educational manual to accompany computer software package.
• 1980-1984 Montgomery Bell Academy, Nashville, Tennessee-taught chemistry, physics, earth science, grades 8-12, Conducted yearly Science Fairs at Vanderbilt University. -coached microbe football and track-supervised reading classes and study halls
• 1979-1980 Perryville High School, District #7, Perryville, Arkansas taught physical science, earth science
• 1977-1979 Jon R. Brittenum and Associates, Little Rock, Arkansas sold T Bills and municipal bonds
• 1973- 1974 Kazuko Oriental Arts, Little Rock, Arkansas part owner and store manager of retail and wholesale business-expertise in porcelain identification made lamps.

3. Faculty Load

Spring 1998

EPY 431L Adolescent Psychology Laboratory 0 Semester Units

EPY 429L Developmental Psychology Laboratory 0 Semester Units

EPY 429GL Developmental Psychology Laboratory 0 Semester Units

EPY 331L Child Psychology Laboratory 0 Semester Units

EIM 410 Information Age Classroom 2 Semester units

Fall 1997

EPY 431L Adolescent Psychology Laboratory 0 Semester Units

EPY 429L Developmental Psychology Laboratory 0 Semester Units

EPY 429GL Developmental Psychology Laboratory 0 Semester Units

EPY 331L Child Psychology Laboratory 0 Semester Units

Summer I

EIM 410 Information Age Classroom 2 Semester units

May

EPY 429L Developmental Psychology Laboratory 0 Semester Units

EPY 429GL Developmental Psychology Laboratory 0 Semester Units

EPY 331L Child Psychology Laboratory 0 Semester Units

EIM 410 Information Age Classroom 2 Semester units

4. Current Professional and Academic Memberships

• National Association of Tutoring
• Who's Who in Education 1996-1997
• Who's Who in the Southeast 1996-1997
• International Who's Who 1997-1998

5. Current Professional Assignments and Activities (non-teaching)

• Review and Allocations Committee Jacksonville City Schools Educational Trust,
• Inc., Chairman, 1996-present,
• National Tutoring Association (NTA), Executive Committee, 1994-Present
• NTA Newsletter, Editor 1996- present

6. Publications:

Zenanko, C.M. and King, F. L. (1997) "Tutoring on the WEB", a chapter on Integrating Productivity tools in college and university teaching, Morrison, James L. (ed.) CD-ROM Microsoft Corporation,

Zenanko, C. M. The Teaching/Learning Center Handbook. Jacksonville, Alabama: Jacksonville State University College of Education (revisions 1991, 1992, 1994, 1997).

Zenanko, C. M. (1996) ART of the MIL. Found on Jacksonville State University WEB page available at http://jsucc.jsu.edu/depart/education /artmil.html.

Zenanko, M. A. and. Zenanko, C. M., "Teaching/Learning Center: A Tutorial Program for University and School Collaboration" submitted ERIC Clearing House 1/96 (note: This is the unedited American English version of the previous article).

Zenanko, M. A.; Zenanko, C.M. (1996).Tutoring as learning: Preparing education majors through a tutoring program. National Tutoring Association Newsletter,4 (1), 1-10.

King, F. L., Frith, G.H., Zenanko. M.A., & Zenanko, C.M., The technology scholarship program for Alabama teachers at Jacksonville State University (Submitted ERIC Clearing House December, 1995).

Zenanko, C. M. (1996) ART of the MIL. Found on Jacksonville State University WEB page available at http://jsucc.jsu.edu/depart /education/artmil.html. [1 File]

Zenanko, C.M. & Lane, P.L.(1995) College of Education. Found on the Jacksonville State University WEB page available at http://jsucc.jsu.edu/depart/ education/ramona.html [24 files], replaced May 1997.

Zenanko, M.A. & Zenanko, C.M. Teacher education students as tutors for a diverse K-12 population: A model tutorial program for university-school collaboration. Paper presented at the 74th annual meeting of the Association of Teacher Educators, Atlanta, Georgia, February 12-16, 1994. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Services No. ED 391 802)

Zenanko, C.M. (1993) Review of the book Smart schools: From training memory to educating minds. New York: The Free Press {In National Association of Laboratory Schools Journal, 17, (4) 49-50.

Zenanko, C. M. The Teaching/Learning Center Handbook. Jacksonville, Alabama: Jacksonville State University College of Education (revisions 1991, 1992, 1994).

Zenanko, C.M.(1992). Tutoring programs for teacher candidate screening. Standard Tutoring, 2(1),1.

Zenanko, C.M.(1992). Tutoring the ADD student. Standard Tutoring, 2(1),6.

Zenanko, C.M.; Zenanko, M.A.; & Frith G.H. (1991) The Teaching/Learning Center for "at-risk" Students. Jacksonville, AL: Jacksonville State University College of Education. (ERIC Document Reproduction Service No. ED 326-857).

Zenanko, C. M.; Zenanko, M. A. & Frith, G. H. (1991) The Educational Reform Movement and the Laboratory Schools: Implications for a model Tutorial Program. National Association of Laboratory Schools Journal, 15, (4) 25-31.

Zenanko, C.M.(1991). Tutoring today. Standard Tutoring, 1(1),1.

Zenanko, C.M. & Owens-Molan, D.M.(1991). Review of the book Centuries of tutoring: A history of alternative education in America and western Europe. {In Standard Tutoring, 1(1),4}.

Zenanko, C.M. (1985) Pursuing the Banner. Board game and computer software. Nashville Banner. Nashville, TN.

Zenanko, C. M. (1984) Balancing supply and demand. Manual to accompany software of the same title. Prophecy Investments, Franklin, TN.

7. Papers Presented

Zenanko, C.M. Tutoring on the web. Presentation at the 6th annual National Tutoring Association in Little Rock, Arkansas, April 21-23, 1997

Zenanko, C. M. The information age classroom. Presentation an inservice for Elementary teachers, December, 1996.

Zenanko, C. M. The information age classroom. Presentation to Kongju County Delegation, October, 1996.

Zenanko, M.A. & Zenanko, C.M. A model tutorial program for university-school collaboration. Paper presented at the 3rd annual meeting of the National Tutoring Association, Atlanta, Georgia, April 22-26, 1995)

Zenanko, M.A. & Zenanko, C.M. Teacher education students as tutors for a diverse K-12 population: A model tutorial program for university-school collaboration. Paper presented at the 74th annual meeting of the Association of Teacher Educators, Atlanta, Georgia, February 12-16, 1994)

8. Research

1990-Present Research into number and types of tutoring program. Resulted in the formation of the National Organization of Tutoring and Mentoring (NOTM). Publication of a NOTM newsletter Standard Tutoring. NOTM merged with the National Tutoring Association in 1995.

1993-1994 The technological Classroom. Resulted in the Multimedia Instructional Laboratories.

1997-Present Tutoring on the Web. Research into the types and styles of tutoring programs present on the internet. A workshop will be presented at the Sixth annual Conference of the NTA in April ,1998 in Boca Raton FL.

Zenanko, Carl Michael, M. Ed.

Courtesy Instructor, Educational Resources granted 1996

Coordinator Teaching/Learning Center 1990

1990-Present Research into number and types of tutoring program. Resulted in the formation of the National Organization of Tutoring and Mentoring (NOTM). Publication of a NOTM newsletter Standard Tutoring. NOTM merged with the National Tutoring Association in 1995.

1993-1994 The technological Classroom. Resulted in the Multimedia Instructional Laboratories.

1997-Present Tutoring on the Web. Research into the types and styles of tutoring programs present on the internet. A workshop will be presented at the Sixth annual Conference of the NTA in April ,1998 in Boca Raton FL.