Training and development
Staff who are inexperienced online will inevitably try and transfer what works for them, or what they believe is the only way for their discipline.
Further, the values embedded in many commonly used VLEs leave a residue that is transmissive rather than constructive and adds to the banality, confusion, disappointment, in online learning and teaching experiences. Thus online tutors must be trained and developed in their role as they otherwise waste a great deal of time and their students’ satisfaction is low.
The key competencies needed by tutors are:
* Supporting group learning within the technology without the need for face to face meetings or pictures
* Understanding scaffolding
* Understanding online behaviors
* Weaving
* Summarizing
* Giving feedback
* Classifying participants knowledge
* Adding knowledge and correcting misconceptions in a timely manner where necessary
* Closing off discussions and moving on
In the above summarizing means:
* Acknowledging the variety of ideas and contributions
* Refocusing discussion, especially where postings are numerous or straying
* Signaling closure
* Providing fresh starting points
* Reinforcing important contributions or ideas
* Providing an archive
And weaving means:
* Emphasizing a point to show wider application
* Collecting snippets up from different message and/or present in new way
* Highlighting a contribution that links with others that the group hasn’t noticed
* Agreeing or disagreeing
* Correcting misunderstandings or insufficiency
Key features for staff development are:
* Train online for online working
* Model the posting behaviors expected of participants/students
* Focus on online tutoring/e-moderating role and communication (not technology)
* Use scaffolding to demonstrate moving from directed instruction to networked learning
* Focus on peer dialogue around transferable models
* Provide practice especially in weaving, summarizing and feedback
Dealing with characteristics of online environments
Online, some cues that are important to learners are missing. For example in the most common medium, text based asynchronous conferencing, facial expressions, body movements and eye contact are missing. Both tutors and tutees may need time to get use to this. Compensation via face-to-face meetings is not essential. Instead tutors may exploit features of the environment that do add value, e.g. time to reflect, opportunity to prepare a message in advance, choice of log-on time (See Garrison and Anderson 2003).
Staff who are inexperienced online will inevitably try and transfer what works for them, or what they believe is the only way for their discipline.
Further, the values embedded in many commonly used VLEs leave a residue that is transmissive rather than constructive and adds to the banality, confusion, disappointment, in online learning and teaching experiences. Thus online tutors must be trained and developed in their role as they otherwise waste a great deal of time and their students’ satisfaction is low.
The key competencies needed by tutors are:
* Supporting group learning within the technology without the need for face to face meetings or pictures
* Understanding scaffolding
* Understanding online behaviors
* Weaving
* Summarizing
* Giving feedback
* Classifying participants knowledge
* Adding knowledge and correcting misconceptions in a timely manner where necessary
* Closing off discussions and moving on
In the above summarizing means:
* Acknowledging the variety of ideas and contributions
* Refocusing discussion, especially where postings are numerous or straying
* Signaling closure
* Providing fresh starting points
* Reinforcing important contributions or ideas
* Providing an archive
And weaving means:
* Emphasizing a point to show wider application
* Collecting snippets up from different message and/or present in new way
* Highlighting a contribution that links with others that the group hasn’t noticed
* Agreeing or disagreeing
* Correcting misunderstandings or insufficiency
Key features for staff development are:
* Train online for online working
* Model the posting behaviors expected of participants/students
* Focus on online tutoring/e-moderating role and communication (not technology)
* Use scaffolding to demonstrate moving from directed instruction to networked learning
* Focus on peer dialogue around transferable models
* Provide practice especially in weaving, summarizing and feedback
Dealing with characteristics of online environments
Online, some cues that are important to learners are missing. For example in the most common medium, text based asynchronous conferencing, facial expressions, body movements and eye contact are missing. Both tutors and tutees may need time to get use to this. Compensation via face-to-face meetings is not essential. Instead tutors may exploit features of the environment that do add value, e.g. time to reflect, opportunity to prepare a message in advance, choice of log-on time (See Garrison and Anderson 2003).
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