Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application

The Tutor's Role

This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring

Sharing responsibility for learning through formative evaluation: moving to evaluation as learning

When gathering student feedback on courses and programmes in higher education, the emphasis is often placed on adaptations that academic staff can make to enhance teaching approaches and thereby improve the learning experiences of students. These are commendable aims, however, it is argued in this paper that the focus on academic staff making changes to teaching and learning misses an opportunity for students to reflect upon their influences over, and potential to enhance, their learning experiences and those of their peers. Many undergraduate and postgraduate programmes aim to develop students’ skills in critical analysis and autonomous learning, with some courses specifically requiring participants to engage in critical reflection on their practice. Yet it is relatively uncommon for evaluation of courses to include any requirement for students to evaluate their own role in the learning experience. An example is presented of a simple, small-scale formative evaluation exercise where course participants were encouraged to give feedback on a course, their learning experiences and on the teaching approach used. However, this evaluation also required participants to reflect on the role they played in their own and others’ learning. It is argued that the approach described in this paper that encourages student self-reflection on learning as an integral part of evaluation processes, is a form of evaluation as learning. This is an approach that could be adapted for use in a wide range of courses for the purpose of encouraging students to reflect more deeply on their role in their own and others’ learning

Chapter 3: Building an Online Learning Community

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Chapter 6: Culture and Ethics

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Workers researching the workplace using a work based learning framework: Developing a research agenda for the development of improved supervisory practice

This is a preprint of an article which later appeared in Impact: Journal of Applied Research in Workplace E-learning.The article is case study of academic practice in respect of the supervision of research in the workplace by distance learners using a Work Based Learning (WBL) framework. Key aspects of the WBL are described including the role of technology in delivery. Drawing upon tutor experience at one institution and knowledge of practice elsewhere several conceptual and practical issues are raised as the basis for a planned research exercise to identify commonalities and differences in approach among practitioners. Ultimately, the purpose is to improve the relevance and application of workplace research by practitioners

Workers researching the workplace: The confessions of a work based learning tutor

This paper discusses the work based learning module at the University of Chester, its philosophical underpinnings and the community of practice amongst tutors; the evolution of the facilitation of workplace research, how it is currently deilvered and future developments; practitioner enquiry; a research agenda

Chapter 1 : Learning Online

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)