e-Tutor Readings
The seven papers summarised below deal with issues directly related to different e-tutoring roles: learning, learner management, learner experience, tutor perspectives, teaching and learning contexts and e-tutoring experiences.
Goodyear, Peter (2003) Psychological Foundations for Networked Learning. In Steeples, C. and Jones, C. 2003 Networked Learning: Perspectives and Issues. UK: Springer. Chapter 4 pp 49-76. This chapter gives a very useful grounding into psychological theories of learning which can inform resource provision and tutor practice within networked learning environments. A major focus is 'collaborative learning'. It firstly articulates models of learning within the Higher Education context, stressing the critical importance of 'clearly defined learning objectives, well chosen learning tasks, and appropriate forms of assessment', then takes a range of psychological perspectives on the learning process itself. The author relates each perspective to examples of networked learning events, in order to discuss and critique some strategies of instructional design, pedagogical practice and learner support. Relevant use is made of extensive research and/or practice based literature to support arguments and recommendations
Brown, Christine Anne (1999) From the What and Why to the How of Course Support. International Journal of Educational Technology (4) pp 361-385. This article integrates the ideas and experiences of 35 teachers who participated in a workshop entitled 'Teacher as Manager' at the 1999 EdMedia pre-Conference Seminar 'Systems for WWW-based Course Support'. After a general description of web-based course support systems and some discussion of the possible implications for challenge to the teaching professional, a very useful themed summary of professional views is provided. This gives some valuable warnings on 'what not to do' and identifies critical areas of concern for institutional management and teacher-learner support policy-makers. These items are clearly listed, above sensible and informed short texts which clarify and illuminate the points made. There is useful treatment of the changes to be faced through new learning environments supported by technology, with attention to the potential of the new environments for the realisation of good pedagogy. There is also a clear understanding of the barriers to change which face members of the teaching profession. The article closes by presenting nine questions for tutor reflection, for the e-learning context.
Oliver, Ron and McLoughlin, Catherine (1999). Curriculum and Learning-Resources Issues Arising From the Use of Web-Based Course Support Systems. International Journal of Educational Technology 5 (4) pp 419-436. This article interestingly addresses the question of effective learning support within web-based learning environments, as separate from that of the 'course support system' so far as tools, content input, monitoring and management mechanisms are concerned. It examines issues associated with the use of curriculum and learning resources, and the effectiveness of the resulting online learning environment. Treatment is made of the 'resource-based curriculum' and its demands of pedagogical emphasis, and pedagogical change. A key point is that of optimising new technology for new pedagogy, rather than 'fitting' it to old ways of teaching - e.g. 'lecture notes on the web'. The emphasis is on cognitive competencies and constructivist learning, with some recommendations for their realisation by learners. Some grids are provided, mapping learning principles, processes and task activities.
Hara, Nokio & Kling, Rob (2000). Students' Distress with a Web-based Distance Education Course: An Ethnographic Study of Participants' Experiences. http://www.slis.indiana.edu/CSI/WP/wp00-01B.html This article presents a qualitative case study of a web-based distance education course at a major U.S. university. The case data reveal a topic that is glossed over in much of the distance education literature written for administrators, instructors and prospective students: students' periodic distressing experiences (such as frustration, anxiety and confusion) in a small graduate-level course due to communication breakdowns and technical difficulties. The intent is that 'this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based distance education courses.' The authors fulfil the promise of their abstract by providing a considered account of learner experience, preceded by discussion of available literature sources to ground web-based learner provision and closing with a discussion section that attempts to outline understandings of online learning and teaching practice.
Goodyear, Peter (2001) Effective Networked Learning in Higher Education. http://csalt.lancs.ac.uk/JISC/guidelines_final.doc The book, available online, is fairly long at 166 pages but after a discursive introduction which orientates the reader to the 'user model' it assumes, and two 'scenarios' providing contrastive contexts, it divides to 11 parts dealing with key aspects of networked learning from the tutor perspective: development; design; purpose; how students learn; collaborative learning; moving from conventional to on-line teaching; designs for learning, planning on-line tasks, managing on-line activity, assessing on-line activity. Several useful tools are provided, a list of useful references, and a glossary. Reading through this book provides useful reflection for tutors who have already engaged with networked learning environments and encountered some of the problems described. It also provides useful frameworks for development on the basis of experience. The discursive style makes it a resource to 'download and read', the useful grid-tools provided in the later sections can be adapted for individual learning and teaching contexts.
Hammond, N., Trapp, A. & Bennet, C. (2003) Small Group Teaching Across the Disciplines: Setting the Context for Networked Learning. In Steeples, C. and Jones, C. (eds) (2003) Networked Learning: Perspectives and Issues. UK, Springer. Chapter 14. pp 242-25. This chapter briefly summarises the experience of the ASTER project and distils key points for tutor training and support provision. The project studied use of communication and information technologies to support groupwork and collaborative learning in a range of academic disciplines, so the focus of the chapter is on the attributes of networked learning within that wider context. The chapter discusses the influence of subject discipline upon practice and also, lightly, considers impacts of networked learning as well as its organisational context. Recommendations are made at institutional level. The chapter is useful as a summary of outcomes from case study work, targeting staff development at an institutional decision level. It is recommended that the case studies themselves are also accessed, to provide support materials for tutor training across academic disciplines.
Higgison, Carol & Harris, Rachel (2002) Online tutoring: the OTiS experience. http://otis.scotcit.ac.uk from the OTiS website. This guide, commissioned by the UK Joint Information Systems Committee, developed from a project within a national initiative funded by the Scottish Higher Education Funding Council: ScotCIT. The Online Teaching in Scotland project (OTiS) drew together a large number of experts and experienced practitioners in e-learning and e-tutoring, each of whom contributed case studies and participated in an online debate over a period of weeks to take their experience forward. This book is a distillation of the project, and the wisdom gained from it. The authors provide a rich and detailed picture of how tutors have adapted and changed their roles to meet the challenge of the online environment and developed new skills to meet the needs of online students. They believe that a clearer understanding of the roles and skills required by online tutors will assist those already in the field who wish to improve their practice, and help those new to online teaching. This guide reviews the roles of an online tutor, offers examples of current practice, and presents guidelines and strategies for effective practice in online tutoring. This is a useful book, and can serve as a reference for practicing tutors as well as a resource for tutor trainers.
There are links to guidelines and web-sites that may be worth browsing in the section Useful Links and References.
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