Differences between online and face-to-face tutoring
Tutoring online has both similarities to and differences from tutoring in a face-to-face setting. Similarities lie in the areas of group dynamics, need for roles within the group and design to encourage in-group interaction. Differences include the need for more facilitation to help structure discussions, with groups roles emerging more slowly online.
Tactical and strategic online tutoring
There is a spectrum of intervention in online discussions from occasional guidance to full scale design and support of learning groups and tasks.
Tactical tutors may respond to online interaction at critical moments where skill is needed in recovery if things go wrong and display sensitivity to group interactions and progress (or lack thereof).
Strategic tutors do more prior planning including, determining tutee group size (See Jacques and Salmon 2007 pages 159-67), where the smaller the group size the greater likelihood of trust, but with small group sizes leading to less variety and mix. Six is the smallest size that leads to good online work, and fifteen is the maximum for full participation. Strategic tutors may determine group membership, bearing in mind that a heterogeneous mix provides for interaction and task achievement.
Academic online tutors are available to answer real time specific student questions on such sites like Student of Fortune. This type of tutoring service is meant to provide help on specific subject matter, essays, research and technical questions where tutors can offer tutorials to answer the student's questions.
Design for group learning
The prior design of activities (e-tivities) is strategic and promotes peer group learning and results in less online tutoring time. Online tutors need to optimise student engagement through authentic and relevant learning activities. E-tivities are structured participative group work online. They are based on one key topic, activity or question to make online e-moderating easy and effective and learning motivating, engaging and purposeful
Key features for use of e-tivities asynchronous bulletin boards are an illustrative title, a stimulus or challenge, invitations to tutees to post messages, a plan of timings, postings to which others can add, and summaries, critiques or feedback from the e-moderator.
Similar approaches can be taken using podcasts (Salmon and Edirisingha 2008).
Scaffolding
Online tutors need to be aware of the stages learners usually move through in the online environment; these stages determine the kinds of scaffolding (help) that is appropriate for learners at each stage. Salmon (2004) suggests five stages for learning and therefore appropriate scaffolding:
1. Access and motivation,
2. Online socialization,
3. Information exchange,
4. Knowledge construction,
5. Development.
Tutoring online has both similarities to and differences from tutoring in a face-to-face setting. Similarities lie in the areas of group dynamics, need for roles within the group and design to encourage in-group interaction. Differences include the need for more facilitation to help structure discussions, with groups roles emerging more slowly online.
Tactical and strategic online tutoring
There is a spectrum of intervention in online discussions from occasional guidance to full scale design and support of learning groups and tasks.
Tactical tutors may respond to online interaction at critical moments where skill is needed in recovery if things go wrong and display sensitivity to group interactions and progress (or lack thereof).
Strategic tutors do more prior planning including, determining tutee group size (See Jacques and Salmon 2007 pages 159-67), where the smaller the group size the greater likelihood of trust, but with small group sizes leading to less variety and mix. Six is the smallest size that leads to good online work, and fifteen is the maximum for full participation. Strategic tutors may determine group membership, bearing in mind that a heterogeneous mix provides for interaction and task achievement.
Academic online tutors are available to answer real time specific student questions on such sites like Student of Fortune. This type of tutoring service is meant to provide help on specific subject matter, essays, research and technical questions where tutors can offer tutorials to answer the student's questions.
Design for group learning
The prior design of activities (e-tivities) is strategic and promotes peer group learning and results in less online tutoring time. Online tutors need to optimise student engagement through authentic and relevant learning activities. E-tivities are structured participative group work online. They are based on one key topic, activity or question to make online e-moderating easy and effective and learning motivating, engaging and purposeful
Key features for use of e-tivities asynchronous bulletin boards are an illustrative title, a stimulus or challenge, invitations to tutees to post messages, a plan of timings, postings to which others can add, and summaries, critiques or feedback from the e-moderator.
Similar approaches can be taken using podcasts (Salmon and Edirisingha 2008).
Scaffolding
Online tutors need to be aware of the stages learners usually move through in the online environment; these stages determine the kinds of scaffolding (help) that is appropriate for learners at each stage. Salmon (2004) suggests five stages for learning and therefore appropriate scaffolding:
1. Access and motivation,
2. Online socialization,
3. Information exchange,
4. Knowledge construction,
5. Development.
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