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Online dependence - Tutoring in an online course

Online dependence - Tutoring in an online course. Tuulikki Viitala & Pirjo-Liisa Lehtelä. Concepts. An online environment Tutoring in an online environment 4 dimensions of tutoring (Wang 2008) Pedagogical, social, managerial and technical.

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Online dependence - Tutoring in an online course

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  1. Onlinedependence-Tutoring in an onlinecourse Tuulikki Viitala & Pirjo-Liisa Lehtelä

  2. Concepts • An online environment • Tutoring in an online environment • 4 dimensions of tutoring (Wang 2008) • Pedagogical, social, managerial and technical

  3. The coursestudied: Organization and developingcompetencies • Blackboard learning environment • The links on the course homepage: • curriculum, learning materials, tasks, summary and printing, links and literature, discussions, E-mail, calender.

  4. Assignments • Active participation in discussion on two given topics. • The size of a discussion group is 10-12. • Two written tasks • The course lasts for about one and a half months.

  5. The aim of this study • Describe the students´experiences of studies and especially tutoring in the course.

  6. Researchimplementation • The student feedback that forms the research data was collected by a questionnaire including openended questions. Students also wrote freeform feedback. • 40 random pieces of feedback were included in the analyses.

  7. Analysis • The responses to the questionnaire were analysed based on the themes using the cross-case analysis.

  8. Research results PEDAGOGICAL Gives information (D, A) Gives constructive feedback (D) Summarises (D) MANAGERIAL Directs discussion (D) Gives instructions and rules (D, A, M) SOCIAL Strengthens atmosphere (D) Considers /approves (D) TECHNICAL D=tutoring of online discussions A=tutoring of learning tasks M=tutoring of online materials

  9. Discussion • Future: • In the future the research could be expanded to an analysis of online discussions. In the course studied here, it is possible, for instance, to compare the simultaneous discussions of two groups on the same topic. • For one of the groups, the tutoring would be more intensive, while in the other the discussion would proceed more spontaneously led by the group.

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