Tutoring Online Tutors: Using Digital Badges to Encourage the Development of Online Tutoring Skills

Autor/inn/en	Hrastinski, Stefan; Cleveland-Innes, Martha; Stenbom, Stefan
Titel	Tutoring Online Tutors: Using Digital Badges to Encourage the Development of Online Tutoring Skills
Quelle	In: British Journal of Educational Technology, 49 (2018) 1, S.127-136 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stenbom, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
Schlagwörter	Tutoring; Tutors; Mathematics Instruction; Pedagogical Content Knowledge; Self Evaluation (Individuals); Elementary Secondary Education; Teaching Skills; Computer Mediated Communication; Computer Assisted Instruction; Reflection; Educational Technology; Recognition (Achievement) + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Soziale Anerkennung
Abstract	Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self-assessed during two weeks by online tutors in K-12 mathematics, who also wrote a self-reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K-12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01