I Don't Need Peer Support: Effective Tutoring in Blended Learning Environments for Part-Time, Adult Learners

Autor/in	Youde, Andrew
Titel	I Don't Need Peer Support: Effective Tutoring in Blended Learning Environments for Part-Time, Adult Learners
Quelle	In: Higher Education Research and Development, 39 (2020) 5, S.1040-1054 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Youde, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1704692
Schlagwörter	Tutoring; Blended Learning; Adult Students; Part Time Students; Student Attitudes; Instructional Effectiveness; Constructivism (Learning); Adult Vocational Education; Tutors; Learner Engagement; Time Management; Foreign Countries; Virtual Classrooms; Computer Mediated Communication; College Students; Peer Relationship; Formative Evaluation; Electronic Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Part-time students; Teilzeitstudent; Schülerverhalten; Unterrichtserfolg; Förderlehrer; Lehrender; Tutor; Zeitmanagement; Ausland; Computerkonferenz; Collegestudent; Peer-Beziehungen
Abstract	Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students' perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors' online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01