With the current proliferation of web-based open and distance learning courses, the ability to tutor effectively online is a skill which is now essential for many lecturers to acquire. Becoming an accomplished online tutor, however, involves more than simply following the guidelines laid down by established practitioners. The diverse factors which can influence course outcomes are becoming increasingly complex, especially in the transnational context. The two contrasting case studies described here, one a web-based Masters programme in Lifelong Learning, and the other an online work-based course for European trade union educators, illustrate some of these factors. The paper will present one tutor's reflections on moderating these similarly structured courses, along with an examination of the factors which may have contributed to the contrasting results.
Two contrasting case studies, one a web-based master's programmed in lifelong learning, and the other an online work-based course for European trade union education.
Case Study 1: MSc in Lifelong Learning
? Internet-based postgraduate course leading to a certificate, diploma or degree
? 15 week course
Case Study 2: Transnational distance learning course carried out as part of the European Trade Union Distance Education project.
? Tutoring took part over 16 week period
? Participants were highly experienced trade union educators to who teaching in a virtual environment was a new experience
? Addressing successfully the diverse need of adult learners has been a challenging experience for the tutors.
Creanor, L. (2002). A tale of two courses: A comparative study of tutoring online. Open Learning, 17(1), 57-68.
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|Publication Type||Journal Article|
|In Publication||Open Learning|
|Type of Research||Qualitative|
|Intervention/Areas of Study||Tutoring or academic support|
|Level of Analysis||Student-level|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest||Private|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Program effectiveness|
|Student Sample Size|