On Being an Online Tutor

Barker, Philip

doi:10.1080/13558000110097082

Cited by 80 publications

(31 citation statements)

References 15 publications

(10 reference statements)

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“…The literature has reported a number of specific facilitation skills that a moderator should possess, such as providing information, inviting missing students, monitoring regularly, or acknowledging contributions (see, for example, Barker, 2002). These facilitation skills can be categorised into four broad categories as shown in Figure 4.…”

Section: Facilitation Of Online Discussionmentioning

confidence: 99%

A generic model for guiding the integration of ICT into teaching and learning

Wang

2008

Innovations in Education and Teaching International

235

170

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Effective integration of Information and Communication Technology (ICT) into teaching and learning is becoming an essential competency for teachers. However, teachers do not usually follow linear instructional design models when they are planning for ICT integration. This paper proposes a generic model, which consists of three fundamental elements: pedagogy, social interaction and technology. Sound design of these components should help teachers to integrate ICT into their curricula in effective ways. Constructivist learning theories, the design of interactivity and the notion of usefulness provide the theoretical foundations for the construction of this model. Some examples of applying this model to the design of Web-based learning environments, facilitation of online discussions and comparison of ICT tools are presented.

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Section: Facilitation Of Online Discussionmentioning

confidence: 99%

A generic model for guiding the integration of ICT into teaching and learning

Wang

2008

Innovations in Education and Teaching International

235

170

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“…It seems, therefore, advisable to use experienced tutors and instant technical support during sessions. As early as 2002, Barker (2002) wondered whether educational institutions are providing adequate training and support for staff development in the important and rapidly growing area of online tutoring. An explorative study found that the experience of the e-tutor impacts on support of virtual online collaboration (Kopp et al 2012), and another study reported a need for guidance and training of novice e-tutors (Goold et al 2010).…”

Section: Role Of Tutormentioning

confidence: 99%

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

2016

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Introduction: Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. Methods: The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. Results: All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. Conclusion: PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

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“…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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On Being an Online Tutor

Cited by 80 publications

References 15 publications

A generic model for guiding the integration of ICT into teaching and learning

A generic model for guiding the integration of ICT into teaching and learning

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

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

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