81.0% of Professional Tutors Feel 'Improved Teaching Quality'. How Online One-on-One Tutoring Changed Work Styles

StudyKarte Co., Ltd. (Headquarters: Chiyoda-ku, Tokyo; CEO: Masanori Higuchi), which operates the online one-on-one tutoring school completely specialized in medical university admissions "StudyKarte Lab" and the online one-on-one tutoring school specialized in Tokyo University and top-tier universities "StudyKarte Mira," conducted a questionnaire and individual hearings regarding the "Work Styles of Professional Tutors" among affiliated instructors meeting certain conditions. Through the acquisition and practice of online-specific teaching skills, changes in work styles such as reduced travel time and physical strain were observed. Additionally, it was revealed that 81.0% of instructors felt the quality of their teaching had "improved." ■ Survey Results: 81.0% of instructors feel improved teaching quality, changes in work style observed This survey was conducted among instructors who have been enrolled at StudyKarte Lab or StudyKarte Mira for over 6 months and have taught at least 2 students within the past year. As a result of the questionnaire, it became clear that 81.0% of instructors felt an improvement in their teaching quality since starting online one-on-one tutoring. Concurrently, positive changes in work styles were seen, including reduced travel time, lighter physical burdens, increased private time, and easier balancing with different life stages. Feeling Improved Teaching Quality ✅ 81.0% of instructors responded that "teaching quality improved" (33.3% "greatly improved", 47.6% "somewhat improved") - "Creating materials for online one-on-one tutoring allowed me to review and revise my teaching content and policies, leading to skill enhancement." (40s) - "I can keep my whiteboard notes digitally at hand and review them anytime. Based on those, I created summary notebooks and original reference texts." (60s) The background to feeling this improvement in quality lies in instructors utilizing the digital data of their materials and whiteboards to reflect on and reconstruct their teaching content. In addition, systems that allow checking homework status before class and a structure where materials and whiteboards are fully digital reduce the time students spend waiting during class, which is believed to improve teaching efficiency (specific examples of these will be introduced in the individual hearings mentioned later). Feeling Reduced Burden in Travel Time and Physical Exertion ✅ 71.4% of instructors experienced a "reduction in total travel time of 2+ hours per week" ✅ 85.7% of instructors responded that "physical burden decreased" (52.4% "greatly decreased", 33.3% "somewhat decreased") ✅ 76.2% of instructors responded that "time for private life increased" (23.8% "greatly increased", 52.4% "somewhat increased") - "Because I can work from home, it's easy to balance with household chores, making child-rearing much easier. Plus, the time spent with my child increased, greatly boosting my sense of happiness." (50s) Clear improvements in work styles were observed from the perspectives of time, physical exertion, and work-life balance. Improvement in IT Skills and Long-Term Employment Desire ✅ 95.2% of instructors responded that "IT skills improved" (47.6% "greatly improved", 47.6% "somewhat improved") ✅ 81.0% of instructors responded that "the desire to 'continue for a long time' became stronger" (52.4% "very strong", 28.6% "somewhat stronger") - "By doing online one-on-one tutoring, I feel my skills are improving. Furthermore, with the development of AI, I feel just 'teaching' is no longer enough, so I strongly desire to become an instructor who can do what AI cannot." (40s) It is evident that teaching in an online environment significantly contributes to the career continuation of professional instructors. Communication with Students: About half feel "improvement," while acknowledging online-specific difficulties ✅ 47.6% of instructors responded it "improved" (14.3% "greatly improved", 33.3% "somewhat improved"), and 14.3% responded "unchanged" ✅ On the other hand, 38.1% responded it "became difficult" (33.3% "somewhat difficult", 4.8% "greatly difficult") - "Face-to-face offers slightly more opportunities to observe gestures and habits, but through voice tone and remarks, I feel there's little difference in communication online." (30s) - "The student's inner thoughts are hard to grasp. I've learned to change topics frequently to gauge their reaction and understand their comprehension level." (60s) - "We can teach while seeing each other's faces through the screen, making it easier to check the student's expressions." (50s) - "You can't tell their hobbies from their belongings or clothes anymore, which reduced the triggers for small talk." (60s) - "If you master IT tools to grasp how the student is solving problems, it can be said to be the same as before. However, without such ingenuity, you can't say communication is easy. Also, the communication method is greatly affected by the equipment the student can use."