Designing online tutor training for language courses: a case study

Stickler, Ursula; Hampel, Regine

doi:10.1080/02680510601100176

Cited by 30 publications

(35 citation statements)

References 9 publications

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“…This is in line with Hubbard and Levy (2006, 10) who also point to the importance of both 'technical knowledge and skills that are necessary for the competent operation of the computer technology, and pedagogical knowledge and skills involving the computer technology's impact on a learning environment and its appropriate and effective integration into the teaching and learning process.' Illustration 1: Pyramid of skills (Hampel and Stickler 2005, 317; see also Stickler and Hampel 2007) This paper is not concerned with the technical competences that an online tutor needs (see e.g. Barker 2002) or with online teaching more generally (see e.g.…”

Section: Tutor Skillsmentioning

confidence: 99%

Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration

Hampel

2009

Innovation in Language Learning and Teaching

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This paper considers the skills that enable teachers to foster interaction and collaboration in online language learning. Drawing on Hampel and Stickler's (2005) skills pyramid for online language learning and teaching, it presents the pre-service and in-service training programme that Associate Lecturers in the Department of Languages at the Open University undergo in the context of teaching languages with the help of online communication tools. Two projects are presented that shed more light on the expertise required to teach languages in complex virtual learning environments. The first project highlights the skills that are needed to teach in a complex online environment; the second one presents a teacher training study which aimed to find out more about distance teachers' experience of facilitating online group work, identify development needs, try out the potential of particular asynchronous and synchronous tools to support collaborative learning, and trial possible development activities. The paper concludes by describing the kind of training programme that tutors require in order to acquire the skills identified.

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Section: Tutor Skillsmentioning

confidence: 99%

Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration

Hampel

2009

Innovation in Language Learning and Teaching

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“…Hence, both Rosell-Aguilar (2007) and Stickler and Hampel (2007) endorse that institutions involved in online teaching should not simply be content in the knowledge that their staff are technically literate, but offer training that looks to "online socialization of communities of learners and the languages specific need for facilitating communicative competence" (Hampel and Stickler 2005: 323). It is paramount, though, that tutors themselves approve of this type of training and engage in reflective practice (Hampel and Stickler 2005).…”

Section: Teacher Skillsmentioning

confidence: 99%

“…This need to know how to convey warmth motivates Rosell-Aguilar (2007) to call for tutor training to focus on the social aspects of tutoring. When Stickler and Hampel (2007) evaluate the implementation of a tutor training programme based on the framework they introduced in Hampel and Stickler (2005), they invite online tutors of German to suggest ways of improving the training provided, and the responses also feature a request to concentrate more on how to make students feel at ease in Lyceum.…”

Section: Task Design For Oral Interaction Via Lyceummentioning

confidence: 99%

Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme

Hampel

Arcos

2013

Innovation in Language Learning and Teaching

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This article examines the introduction of new online technologies to support distance language learning in a higher education institution in the UK, charting the development from using telephone conferencing in the 1990s to the implementation of Moodle and videoconferencing more recently. It uses the sociocultural concept of the learner-context interface (White 2003) to emphasize the centrality of both learners and context in the design and delivery of technology-supported language courses rather than making the development of computer-mediated learning opportunities the main focus.Building on research and evaluation work carried out over more than 15 years, the authors of this article analyze the issues that have arisen and that have affected change regarding technology and pedagogy. Central areas of investigation in terms of the learners were found to be interaction, learning communities, metacognition, literacy, affect and learner support; in terms of context they include task design, teacher roles and teacher skills. In the conclusion, limitations of the research and new developments are outlined.

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“…They used specific cognitive activities to support online collaboration and were more familiar in detecting and intervening to avoid dysfunctional social behavior. Stickler and Hampel (2007) evaluated a German beginners' course with dual tuition, i.e.…”

Section: Teacher and Peer Coachingmentioning

confidence: 99%

“…DOI: doi:10.1016/j.iheduc.2012.02.003 Bloom (1984) found that the average students in an individual tutoring condition obtain test scores as high as the top 2% students in a classroom condition. It is also likely that individual tutoring holds great potential, when conducted in online settings (Denis et al, 2004;Kopp et al, 2012;Stickler & Hampel, 2007). Bloom argued that one--to--one tutoring is too costly for most societies to bear on a large scale.…”

Section: Introductionmentioning

confidence: 99%

Student–student online coaching: Conceptualizing an emerging learning activity

Hrastinski

Stenbom

2013

The Internet and Higher Education

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PostprintThis is the accepted version of a paper published in The Internet and higher education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The aim of this paper is to describe student--student online coaching, defined as "an online service where a student gets support on a specific subject matter from a more experienced student". Student--student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced student. Online coaching is encouraged by an organization, but the control of learning is primarily in the hands of the student.An example of online coaching is described, i.e. math coaching by instant messaging. A key challenge for coaches is to interpret the students' competence level, despite that they often do not know the students beforehand, in order to coach on a level that is within their zone of proximal development.

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Designing online tutor training for language courses: a case study

Cited by 30 publications

References 9 publications

Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration

Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration

Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme

Student–student online coaching: Conceptualizing an emerging learning activity

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