Online tutoring refers to the process of tutoring within an online virtual environment or networked environment where teachers and learners are separated by time and space. Online tutoring reflecting the very diversity of the wider internet has many different approaches to both online content and tutoring methodologies. Definitions change according to learning goal objectives and definitions change according to the type of organisation which is delivering the service. This form of internet service is a classical micropublishing situation.
Monday 21 February 2011
Background and definitions
Online environments applied in education usually involve the use of learning management systems or Virtual Learning Environments such as Moodle, Sakai, WebCT, Blackboard. Online tutors often determine the culture and tone of the online learning environment.
Tutoring is also referred to as e-moderation and facilitation to achieve goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative learning and communities of practice (Salmon, 2004;Benson, 2001; Mezirow, 2000; Schon, 1987; Wenger, 1998). These goals of moderation are based on principles of constructivist or social-constructivist principles of learning. E-moderation is a term synonymous with tutoring online. Peer tutoring involves peers within a course/subject tutoring each other for the mutual benefit of learning an area of study.
From the very beginning of online tutoring, researchers recognised that there is a pedagogical (educational) role, a social support/group development role, a managerial role and, usually to a lesser extent a technical support role to be fulfilled by someone.
Within Higher Education, tutoring is considered to be adult-to-adult guidance within a specific course/subject for the clear purpose of advancing learning competence in an area of study. Generally a tutor is an academic, lecturer or professor who has responsibility for teaching in a degree/diploma programme in a university or vocational teaching and learning setting. In distance learning, tutors may be recruited specifically for the role of teaching and supporting students through online tutoring. In this instance the tutor requires excellent online communication skills to guide students who may study totally online without face-to-face contact with the tutor
Tutoring is also referred to as e-moderation and facilitation to achieve goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative learning and communities of practice (Salmon, 2004;Benson, 2001; Mezirow, 2000; Schon, 1987; Wenger, 1998). These goals of moderation are based on principles of constructivist or social-constructivist principles of learning. E-moderation is a term synonymous with tutoring online. Peer tutoring involves peers within a course/subject tutoring each other for the mutual benefit of learning an area of study.
From the very beginning of online tutoring, researchers recognised that there is a pedagogical (educational) role, a social support/group development role, a managerial role and, usually to a lesser extent a technical support role to be fulfilled by someone.
Within Higher Education, tutoring is considered to be adult-to-adult guidance within a specific course/subject for the clear purpose of advancing learning competence in an area of study. Generally a tutor is an academic, lecturer or professor who has responsibility for teaching in a degree/diploma programme in a university or vocational teaching and learning setting. In distance learning, tutors may be recruited specifically for the role of teaching and supporting students through online tutoring. In this instance the tutor requires excellent online communication skills to guide students who may study totally online without face-to-face contact with the tutor
Current state of the art
Online tutoring assumes a self-motivated and independent learner. Learning is a key focus of the process as opposed to teaching. E-moderating usually refers to group online or web based learning that
* Is based on constructivist and social-constructivist principles
* Focuses on utilizing online dialogue and peer learning to enrich learning within the online environment
* Focuses is on achieving goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group based learning, online discussion, transformative learning and communities of learning as opposed to delivering online content via a transmission mode.
* Is based on constructivist and social-constructivist principles
* Focuses on utilizing online dialogue and peer learning to enrich learning within the online environment
* Focuses is on achieving goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group based learning, online discussion, transformative learning and communities of learning as opposed to delivering online content via a transmission mode.
The practice of online tutoring
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.
Critical success factors in online tutoring
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).
Self-led teams
As students become more experienced at working together online, some of the online facilitation roles can be handed over to the students. However the students will need advice and training in order to become successful collaborators.
Advice and training for self-led teams should include:
* Establishing ground rules
* Developing a shared sense of vision and purpose
* Allocating roles, task and responsibilities
* Communicating openly and frequently
* Offering support
* Meeting deadlines
* Reviewing their performance and reflecting on contributions
(See Jacques and Salmon 2007; Salmon and Lawless 2006)
Advice and training for self-led teams should include:
* Establishing ground rules
* Developing a shared sense of vision and purpose
* Allocating roles, task and responsibilities
* Communicating openly and frequently
* Offering support
* Meeting deadlines
* Reviewing their performance and reflecting on contributions
(See Jacques and Salmon 2007; Salmon and Lawless 2006)
Current developments
Online tutoring environments are moving beyond those offered by synchronous and asynchronous discussion technology, as often offered by VLEs. New opportunites for online tutoring are offered by Web 2.0 systems and multi-user virtual environments.
[edit] Web 2.0
Web 2.0 encompasses the use of the web in increasingly more interactive ways, with social networking and user-generated content being two critical benefits (O’Reilly 2005). Social networks can be used to connect tutors and students, as well as allow students to help each other on a peer-to-peer basis. User-generated content can be created by and used by both on-line tutors and students.
Online tutors may use many applications of Web 2.0 to enhance their online tutoring in more flexible and up to date ways. E.g. podcasts provide the advantage of the human voice, ease of use and mobility (Salmon and Edisiringha 2008), and blogs may provide access to newly developed topics that can spur debate.
[edit] Multi-user virtual environments
Research is just beginning on the use of multi-user virtual environments (e.g. Second Life) and the role of avatars as Second Life tutors and tutees (Salmon 2006).
[edit] Web 2.0
Web 2.0 encompasses the use of the web in increasingly more interactive ways, with social networking and user-generated content being two critical benefits (O’Reilly 2005). Social networks can be used to connect tutors and students, as well as allow students to help each other on a peer-to-peer basis. User-generated content can be created by and used by both on-line tutors and students.
Online tutors may use many applications of Web 2.0 to enhance their online tutoring in more flexible and up to date ways. E.g. podcasts provide the advantage of the human voice, ease of use and mobility (Salmon and Edisiringha 2008), and blogs may provide access to newly developed topics that can spur debate.
[edit] Multi-user virtual environments
Research is just beginning on the use of multi-user virtual environments (e.g. Second Life) and the role of avatars as Second Life tutors and tutees (Salmon 2006).
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