A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?

Autor/in	Chuang, Hsueh-Hua
Titel	A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?
Quelle	1 (2013) 2, S.75-82 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Teaching Methods; Teaching Experience; Computer Mediated Communication; Online Courses; Social Influences; Teacher Student Relationship; Educational Technology; Language Skills; Second Language Instruction; English (Second Language); Interviews; Internet; Foreign Countries; Low Income Groups; Access to Computers; Elementary School Students; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Online course; Online-Kurs; Sozialer Einfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsmedien; Language skill; Sprachkompetenz; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Ausland
Abstract	This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for e-tutors to maximise the benefits of the designed online tutoring environments. (Contains 1 figure and 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10