Cross-Institutional Peer Observation by Online Tutors: Sharing Practice 'Outside the Family'

Autor/inn/en	Walker, Richard; Forbes, Dianne
Titel	Cross-Institutional Peer Observation by Online Tutors: Sharing Practice 'Outside the Family'
Quelle	In: Innovations in Education and Teaching International, 55 (2018) 3, S.285-293 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forbes, Dianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2017.1281751
Schlagwörter	Online Courses; Peer Teaching; Tutors; Tutoring; Institutional Cooperation; Observation; Mentors; Social Networks; Computer Mediated Communication; Communities of Practice; Synchronous Communication; Program Implementation; Interviews; Student Participation; Preferences; Teacher Attitudes; College Faculty; Foreign Countries; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Peer group teaching; Peer Group Teaching; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Institute; Co-operation; Cooperation; Institut; Kooperation; Beobachtung; Social network; Soziales Netzwerk; Computerkonferenz; Community; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Fakultät; Ausland; Neuseeland; Großbritannien
Abstract	Whilst increasingly widespread, teaching online can be a solo endeavour. In this paper, we consider how peer exchange between online tutors from different institutions may offer a solution to this professional isolation. We report on a cross-institutional peer observation and mentoring programme between the Universities of York (UK) and Waikato (New Zealand), designed to support tutors' personal development through online peer exchange. Our findings reveal that tutors' use of synchronous conferencing tools was influential in shaping the relationship between participants on the programme. Exposure to diversity served to challenge institutional pedagogical norms. We review the engagement strategies and emergent learning outcomes for participants, and discuss the necessary conditions of openness and commitment for effective peer exchange between online tutors from different cultural and institutional contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01