Tutor Roles in Facilitating Reflection on Practice through Online Discussion

Autor/inn/en	Guldberg, Karen; Pilkington, Rachel
Titel	Tutor Roles in Facilitating Reflection on Practice through Online Discussion
Quelle	In: Educational Technology & Society, 10 (2007) 1, S.61-72 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Discourse Analysis; Transcripts (Written Records); Case Studies; Discussion (Teaching Technique); Discussion Groups; Group Discussion; Questioning Techniques; Communities of Practice; Teacher Role; College Faculty; College Instruction; Distance Education; Educational Technology; Technology Integration; Influence of Technology; Computer Mediated Communication; Integrated Learning Systems; Web Based Instruction; Electronic Learning; Blended Learning; Online Courses; Nontraditional Students; Pervasive Developmental Disorders; Caregivers; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Diskursanalyse; Case study; Fallstudie; Case Study; Gruppendiskussion; Befragungstechnik; Fragetechnik; Community; Lehrerrolle; Fakultät; Hochschullehre; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Computerkonferenz; Web Based Training; Online course; Online-Kurs; Caregiver; Carer; Betreuungsperson; Pfleger; Großbritannien
Abstract	This paper is concerned with teaching and learning in a blended e-learning course that supports students in reflecting on and transforming their practice. In this paper we focus on two key aspects of the online learning environment: (i) the selection of the topic of discussion (the discussion question) by the tutor and how this influences the quality of the discussion; (ii) the interventions of the tutor within the online discussion. The aim is to understand why some online discussions "take off" in terms of numbers of postings and quality of engagement whilst others are less successful. Our findings show that the nature of the question impacts on discussion outcomes and that it is therefore important for tutors to pose a range of different types of questions to students in line with learning objectives. If the tutor structures discussion and chooses questions carefully there may be less need to intervene to stimulate discussion or keep it on track than is sometimes assumed. This shifts the role of the tutor somewhat toward more preparatory and plenary work with less tutor participation required to support the development of discussion skills amongst students, particularly during later stages of the course. (Contains 8 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10