An examination of the role of the e-tutor (original) (raw)
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Journal of Education and Training, 2014
Understanding the importance of the changing role of tutors about the skills needed to achieve an effective online teaching and learning is paramount to a successful online course and programme at large. This paper explores the new roles and responsibilities of some faculty members of the University of Education, Winneba (UEW), who have been engaging in online tutoring activities for two years. There is an increasing quest to bring everyone on board for the growing interest in e-learning at UEW. However much is not known about the experiences of e-tutors regarding the roles they have been playing in online facilitation. The successful stories, the challenges and what mechanisms exist for improving the practice are very key. In the paper, we discuss the success factors and challenges and approaches required to support lecturers. A qualitative approach using a semi-structured interview guide was employed in collecting data from ten (10) purposively sampled lecturers who teach different courses at UEW. Among the key findings are that it is the tutors' role to initiate the learning processes, moderate students' participation and lead students in discovery mode of learning. Further, as managers and leaders in the learning process they bring students together through 96 group work and other forms of social interaction. However, it emerged that special support and communication systems should be established for both tutors and students to enable them interact effectively. There is the need to provide tutors with continuous professional training and counseling as most of them are new to this mode of education delivery. Again, it emerged that there is ample opportunity to give diverse materials to students to read before any interaction either face-to-face or online. It was proposed that potential tutors should be IT savvy, sharpen their skills and think within an IT context. It is recommended that there should be motivation and recognition for lecturers who tutor online since this mode of teaching is time consuming and very demanding.
Roles and Competencies of the E-Tutor
Networked Learning Conference: …, 2004
This paper considers the roles and competencies of the e-tutor. A literature review shows that different roles are assigned to the online tutors. Definitions of these roles are presented and discussed. Afterwards, we present eleven roles we consider important to manage the ...
New Roles for Tutors in an Online Classroom
This article discusses the use of online teaching assistants or "course wizards," employed at Mercy College not only to tutor students who are experiencing difficulty but also to facilitate discussion and to model the role of a successful student. It begins with a brief summary of the vocation of tutor as it has changed and developed from ancient times to the present. It continues with a discussion of the current crisis in higher education in America and of how online education brings new possibilities and challenges. Wizards not only help students who are at risk but also facilitate discussion and, most importantly, model the role of a successful student.
The Strategic Role of the E-Tutor in New Learning Contexts
2020
Digital media have opened up new opportunities to review e-learning. The three ages of media describe a shift from technology for distance education, to technology-supported groups and, currently, technology for Community development. Reflecting on the profile of the e-tutor in the third phase of e-learning, our research was guided by three key-questions: what functions does the e-tutor fulfill? What tools does the e-tutor need? What actions should the e-tutor take care of, in term of communication? The research plan, carried out on 9 online courses, is based on quanti-qualitative method (a pre-course survey, a post-course survey, learning analytics, content analysis of tutor's interactions and self-report). The results highlight the strategic role of the e-tutor in new contexts of learning.
The Independent Journal of Teaching and Learning , 2021
Online tutorials (e-tutorials) have the potential to address challenges that higher education has grappled with for many years, and even more so in the context of the COVID-19 pandemic. In South Africa, increased access to higher education by members of previously disadvantaged groups has caused severe strain on existing infrastructure and posed new challenges for lecturers in the classroom. E-tutorials do not only address infrastructure challenges related to the shortage of physical learning space in universities but also create a platform where students can engage with learning content outside the classroom. This study seeks to investigate the experiences of tutors engaged in an online tutorial programme at a rural university campus in South Africa. We deploy a qualitative approach to make sense of the experiences of the tutors for purposes of developing a focused online tutorial training programme. Data were gathered from selected participants using structured questionnaires. The questionnaires were analysed using the five stages of Salmon's e-moderating framework. The limitations of the study include the limited population sample and the rural context in which the study was conducted. As a result, the findings of the study may not be generalisable to other, non-rural contexts. The findings indicate that tutors need specific training to effectively facilitate learning in an online environment. 1
Supporting Virtual Learning through E-Tutoring
Learning from Computer-Supported and Virtual Environments, 2010
E-tutoring is a hot topic in the context of virtual learning. As such learning environments become more prevalent in schools, universities or vocational training, providing adequate support for learners is becoming increasingly important -not only for individual, but also for collaborative learning. Therefore, there has been a lot of interest in using e-tutoring to foster learning processes and improve the performance of learners. Furthermore, an e-tutor can help prevent phenomena which are common in e-learning environments, such as feeling anonymous and isolated. In this chapter, we would like to first provide a theoretical introduction to e-tutoring that includes the definition, tasks and competencies of an e-tutor. Secondly, we will discuss the e-tutor in action, illustrated by a training for e-tutors and a virtual seminar which was supported by an e-tutor.
A Case Study of E-tutors’ Teaching Practice: Does Technology Drive Pedagogy?
This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for etutors to maximise the benefits of the designed online tutoring environments.
New tutoring skills for online learning: are e-tutors adequately prepared for e-learning delivery
The "Quality issue" has become one of the leading concepts in modern society, economy and education. It serves different perspectives and stakeholders: providers, customers, partners and citizens. Different stakeholder perspectives give rise to different "quality cultures". In the emerging range of open, flexible, distance and eLearning settings, there is an increasing need for information and understanding to permit judgement on the quality of the educational offer, including schools, universities, vocational training and adult education. Quality frameworks and quality assurance procedures represent the priority for both the policy makers and educational providers as well as for the learners, students, trainees and the corporate sector.
E-tutoring layout in higher education: skills and efficacy perception
Research on Education and Media
The paper focuses on the topic of e-tutoring within the context of Higher Education. The research target is a framework for e-tutor role and skills in a higher education environment. The research began with a systematic review of the scientific literature with the aim of having a vision on the scientific landscape about the approach of universities to online tutoring and on the role and skills of tutors. Subsequently, to investigate more in depth, the research had a second phase with the use of a questionnaire divided into five sections, administered to two different figures of and tutors (disciplinary tutors and online tutors) of eCampus, in one of the online Italian universities. The discussion on the results investigates how important e-tutoring is for students’ online learning, especially as regards the pedagogical, organization and pastoral dimensions.