Role of the online tutor
•Download as PPTX, PDF•
0 likes•149 views
The slides I used to support my presentation in the department seminar on the role of the online tutor in establishing social presence.
Report
Share
Report
Share
Recommended
Role of the online tutor in establishing social presence
This document discusses the role of online tutors in establishing social presence in asynchronous text-based collaborative learning environments. It finds that online tutors can help build social presence by facilitating group contracts to promote awareness, maintaining an open mindset, and encouraging equality of contributions and mutual acknowledgement among students. The document also recommends that tutors combine the asynchronous learning platform with alternative synchronous communication media and meetings to coordinate off-task communication and foster shared understanding.
Online Course Delivery: Is it right for you?
This document discusses various aspects of online course delivery including types of online delivery methods, factors to consider when deciding to use online delivery for a course, issues for instructors and students to consider, and resources on the topic. It outlines types of online delivery such as hybrid and completely online, interaction types like individual study and online group activities. It also lists criteria for determining if a class is suitable for online delivery, instructor issues such as transferring teaching skills and evaluating students online, benefits and challenges for instructors, and student benefits and issues to consider with online learning.
Pull your students to the target language: Facebook for language learning
Social networking sites like Facebook can be used to enhance language learning by providing a familiar, informal environment where students are constantly exposed to the target language. When used for a language course, Facebook allows instructors to create a public page where students "like" the course rather than connecting directly with each other or the instructor. Instructors can then post new materials, language activities, and resources to students' newsfeeds to integrate interactive learning into students' daily lives. While Facebook can increase student engagement, performance and autonomy, some students may see Facebook activities as extra work or be uncomfortable mixing social media with formal education. Instructors must also get institutional approval before using Facebook in this way.
Digital Natives: Is there evidence?
Students reported using technology for both formal course-related learning as well as informal social learning. For formal learning, they used tools provided by their courses like the VLE and Google Scholar for assignments. For informal learning, mobile phones, instant messaging, and social media platforms like Facebook were used to socialize, organize meetings, discuss coursework and exams with peers. While students were open to using these tools for their courses, staff had varying views depending on their discipline. In engineering, the VLE was key and staff were interested in new social tools, while in social work face-to-face interaction remained important. Overall technology use depended more on pedagogical approach than students' digital native status.
November 17, 2016 LinkedIn Resume
Merissa Bunton Brown has over 15 years of experience in teaching, instructional design, and research. She holds a Doctorate in Educational Leadership and Technology from the University of Phoenix and has taught both online and traditional courses in English, communication, and research writing at several universities. Her areas of expertise include online course design and development, as well as supporting faculty professional development related to online teaching.
Next Generation CMS Research
1. The document summarizes research conducted in 2006 on the characteristics of next generation course/learning management systems (NG-CMS).
2. Researchers interviewed faculty, students, and administrators at 7 universities to understand shortcomings of current CMS platforms and requirements for future systems.
3. Consistent findings included compatibility issues across browsers/devices and opportunities to improve gradebook functionality and interface usability. Proposed features for NG-CMS included intelligent agents, integrated portfolio/SIS systems, and mobile access.
Bringing Faculty into the Conversation AAC&U 2014
This document discusses the need for faculty involvement in decision-making regarding new technologies and issues related to the future of liberal education. While conversations may appear to be ongoing, faculty are not always adequately included. Issues are sometimes not framed in terms of their relationship to liberal education goals and pedagogy. To address this, faculty who work in liberal education need to be properly involved in discussions. Additionally, potential changes need to be considered in the context of an institution's mission and how they can help students achieve important learning outcomes. Frameworks like NSSE benchmarks and AAC&U's essential learning outcomes and high-impact practices can help guide discussions.
Using Social Media for Peer Feedback in a Translation Class
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
Recommended
Role of the online tutor in establishing social presence
This document discusses the role of online tutors in establishing social presence in asynchronous text-based collaborative learning environments. It finds that online tutors can help build social presence by facilitating group contracts to promote awareness, maintaining an open mindset, and encouraging equality of contributions and mutual acknowledgement among students. The document also recommends that tutors combine the asynchronous learning platform with alternative synchronous communication media and meetings to coordinate off-task communication and foster shared understanding.
Online Course Delivery: Is it right for you?
This document discusses various aspects of online course delivery including types of online delivery methods, factors to consider when deciding to use online delivery for a course, issues for instructors and students to consider, and resources on the topic. It outlines types of online delivery such as hybrid and completely online, interaction types like individual study and online group activities. It also lists criteria for determining if a class is suitable for online delivery, instructor issues such as transferring teaching skills and evaluating students online, benefits and challenges for instructors, and student benefits and issues to consider with online learning.
Pull your students to the target language: Facebook for language learning
Social networking sites like Facebook can be used to enhance language learning by providing a familiar, informal environment where students are constantly exposed to the target language. When used for a language course, Facebook allows instructors to create a public page where students "like" the course rather than connecting directly with each other or the instructor. Instructors can then post new materials, language activities, and resources to students' newsfeeds to integrate interactive learning into students' daily lives. While Facebook can increase student engagement, performance and autonomy, some students may see Facebook activities as extra work or be uncomfortable mixing social media with formal education. Instructors must also get institutional approval before using Facebook in this way.
Digital Natives: Is there evidence?
Students reported using technology for both formal course-related learning as well as informal social learning. For formal learning, they used tools provided by their courses like the VLE and Google Scholar for assignments. For informal learning, mobile phones, instant messaging, and social media platforms like Facebook were used to socialize, organize meetings, discuss coursework and exams with peers. While students were open to using these tools for their courses, staff had varying views depending on their discipline. In engineering, the VLE was key and staff were interested in new social tools, while in social work face-to-face interaction remained important. Overall technology use depended more on pedagogical approach than students' digital native status.
November 17, 2016 LinkedIn Resume
Merissa Bunton Brown has over 15 years of experience in teaching, instructional design, and research. She holds a Doctorate in Educational Leadership and Technology from the University of Phoenix and has taught both online and traditional courses in English, communication, and research writing at several universities. Her areas of expertise include online course design and development, as well as supporting faculty professional development related to online teaching.
Next Generation CMS Research
1. The document summarizes research conducted in 2006 on the characteristics of next generation course/learning management systems (NG-CMS).
2. Researchers interviewed faculty, students, and administrators at 7 universities to understand shortcomings of current CMS platforms and requirements for future systems.
3. Consistent findings included compatibility issues across browsers/devices and opportunities to improve gradebook functionality and interface usability. Proposed features for NG-CMS included intelligent agents, integrated portfolio/SIS systems, and mobile access.
Bringing Faculty into the Conversation AAC&U 2014
This document discusses the need for faculty involvement in decision-making regarding new technologies and issues related to the future of liberal education. While conversations may appear to be ongoing, faculty are not always adequately included. Issues are sometimes not framed in terms of their relationship to liberal education goals and pedagogy. To address this, faculty who work in liberal education need to be properly involved in discussions. Additionally, potential changes need to be considered in the context of an institution's mission and how they can help students achieve important learning outcomes. Frameworks like NSSE benchmarks and AAC&U's essential learning outcomes and high-impact practices can help guide discussions.
Using Social Media for Peer Feedback in a Translation Class
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
Tutoring in online and distance education
This document discusses collaborative learning in online and distance education. It defines collaborative learning as active knowledge construction through negotiation, explanation, and argumentation that empowers students to take responsibility for their own learning. Asynchronous collaborative learning involves backwards course design focused on what students will learn from activities rather than what the teacher delivers. It flips the classroom from lectures to discussions. Effective collaborative learning involves frequent interaction, feedback, and tasks situated in realistic contexts. While technology enables collaboration, it does not ensure it will occur spontaneously without experience and training. The role of the teacher is to guide inquiry, monitor understanding, and address dysfunctional group dynamics. Assessment should be part of the learning process, including individual and group assignments as well as participation.
Intro to online learning
This is the presentation that I used during a one-day training on online learning in collaborative groups.
Multiple perspectives of online assessments
Here's a presentation Åke, Dianah and I gave at the Assessment Workshop at the University of Nebraska at Omaha, April 15, 2016.
IT and national culture
This document discusses two case studies of cross-cultural software production and use analyzed through structuration theory. In the first case, conflict arose between an Indian software development company (GTEC) and their Jamaican client (JAGIS) due to significant cultural differences. The second case examines the transfer of a geographic information system from the US to India. Structuration theory is used to analyze how meaning systems, power relations, norms, and cultural differences can lead to cross-cultural contradiction and conflict, but also how reflexivity and change are possible. The document calls for practitioners to be sensitive to cultural variations in attitudes, norms, and values when working across cultures.
Welcome to the E-teaching I course
This document introduces an e-teaching course led by Aleksandra Lazareva of the Department of Global Development and Planning. The course will teach students how to teach, manage, and moderate online courses using a learner-centered, team collaboration, and socio-constructivist approach. Students will learn to build virtual learning environments, select appropriate online pedagogical approaches, and collaborate with others in virtual rooms.
Tools for communication in the E-teaching courses
This document discusses tools for communication in e-teaching courses, including using a learning management system called Fronter for asynchronous discussions, email, social media, e-books and blogs. It also covers aspects of online learning like being able to learn anywhere and anytime at your own pace, but requiring good time management when working in a group and being aware of your online identity.
Online tutor
The document discusses the role of online tutors in collaborative learning environments. It classifies tutor roles as pedagogical, managerial, technical, and social. It emphasizes the importance of social presence for meaningful knowledge construction through collaboration. Factors that affect social presence include the communication medium, context, emotional expression, openness, group cohesion, and the actions of the online tutor in encouraging open communication, mutual respect, and acknowledging all contributions to promote shared values and social interactions within the group.
Introduction to the E-teaching II course
This document outlines the learning outcomes and tools for an online teaching course. The course will help participants describe, discuss, and select appropriate pedagogical approaches for online learning, transform theories into practice, and collaborate virtually. Participants will evaluate learning resources, design online courses, and collaborate with peers in a socio-constructivist approach where mutual support is emphasized over competition. Communication tools include maintaining an online identity and logging in frequently for productive discussions.
Online tutoring in online collaborative learning courses
This document discusses tutoring in online collaborative learning courses. It explains that collaborative learning involves active knowledge construction through negotiation, explanation, and argumentation. The role of the teacher is to guide learners in the inquiry process and monitor their understanding. Online collaborative learning allows people from different backgrounds to learn across time and space but lacks social cues. A major pitfall is assuming collaboration will occur spontaneously without proper training or experience in collaborative learning. The document also discusses challenges of online tutoring like adaptivity and providing sufficient support and monitoring.
What does educators' engagement with MOOC discussions look like?
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
CUR/532 Distance Learning Facilitator
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Towards a holistic and integrated view of Quality in Open, Online and Technol...
This document discusses defining quality in open, online, and technology-enhanced learning. It addresses that quality is a complex issue with many perspectives and dimensions to consider. Five dimensions of change are identified that have influenced higher education: 1) pedagogical practices and learning, 2) the role of teachers and students, 3) institutions, 4) students, and 5) the evolution of higher education. Quality can be evaluated using methods, sources, agents, elements/dimensions, and processes of accountability and comparison. The key to quality is developing a culture of quality that focuses on transformation and involvement rather than just instruction and knowledge acquisition.
Towards a holistic and integrated view of Quality in Open, Online and technol...
This document discusses defining quality in open, online, and technology-enhanced learning. It addresses that quality is a complex issue with many perspectives and dimensions to consider. There are persistent myths about open, online education and pressures on higher education that could influence conceptions of quality. Quality could be defined in terms of learning, institutions, programs, teachers, or students, and the perspective of students, institutions, teachers, politicians, or society matters. Evaluating quality involves considering methods, sources, agents, elements, accountability, comparison, and process. The key to quality is developing a quality culture with a transformational perspective - one where teachers and students see learning as a reflective, identity-shaping experience rather than just completing activities and credentials
EVALUATE PROJECT: The Role of English as a Lingua Franca in Virtual Exchange ...
Presentation at the AILA 2017 Conference in Rio as part of the ELF REN Symposium on the role of ELF in the EU Policy Experiment #EVALUATE_EU
OER: insights into a multilingual landscape - EUROCALL 2014 conference
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
Blended Teaching and Learning_OERs (1).pptx
This document discusses blended teaching and learning using open educational resources (OERs). It begins by defining blended learning as integrating both face-to-face and online learning activities. The author advocates for blended learning and a flipped classroom model. The rest of the document provides examples of how different learning activities can be conducted both face-to-face and online. It also discusses considerations for designing blended learning and lists different digital tools that can support blended models, including blogs, discussion forums, webinars, and open educational resources.
2015 New Director Orientation - Bonner Cornerstone Activities
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
7 2015 ndm bonner cornerstone activities
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
Kilgore & Araújo: Improving Student Equity with Great Instructional Design
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Online Socialization
This document discusses online socialization and promoting online learning communities. It begins by defining online socialization as the process of internalizing rules and values through virtual relationships. It then outlines the importance of online socialization for successful online learning. Key aspects of online learning communities discussed include teaching, social, cognitive, and transactional presences. The document also summarizes Salmon's five stage model for structured online activities and lists considerations for developing online socialization. Throughout, it provides examples of strategies to promote socialization before, during, and after online courses.
Writing with Dr. Lowenthal #humanmooc Chapter
This document summarizes Whitney Kilgore's experience collaborating on a book chapter with Dr. Patrick Lowenthal about an experiment in social presence in an online course. The chapter discusses the design of the 4-week MOOC course aimed at promoting social presence using the Community of Inquiry framework. It provides results from a survey of 56 participants which showed high social presence, though some felt less comfortable disagreeing. The conclusion notes the value of the professional development experience for improving online pedagogy.
Blended learning MALL TESOL March 2015 - Palalas, A.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
More Related Content
Viewers also liked
Tutoring in online and distance education
This document discusses collaborative learning in online and distance education. It defines collaborative learning as active knowledge construction through negotiation, explanation, and argumentation that empowers students to take responsibility for their own learning. Asynchronous collaborative learning involves backwards course design focused on what students will learn from activities rather than what the teacher delivers. It flips the classroom from lectures to discussions. Effective collaborative learning involves frequent interaction, feedback, and tasks situated in realistic contexts. While technology enables collaboration, it does not ensure it will occur spontaneously without experience and training. The role of the teacher is to guide inquiry, monitor understanding, and address dysfunctional group dynamics. Assessment should be part of the learning process, including individual and group assignments as well as participation.
Intro to online learning
This is the presentation that I used during a one-day training on online learning in collaborative groups.
Multiple perspectives of online assessments
Here's a presentation Åke, Dianah and I gave at the Assessment Workshop at the University of Nebraska at Omaha, April 15, 2016.
IT and national culture
This document discusses two case studies of cross-cultural software production and use analyzed through structuration theory. In the first case, conflict arose between an Indian software development company (GTEC) and their Jamaican client (JAGIS) due to significant cultural differences. The second case examines the transfer of a geographic information system from the US to India. Structuration theory is used to analyze how meaning systems, power relations, norms, and cultural differences can lead to cross-cultural contradiction and conflict, but also how reflexivity and change are possible. The document calls for practitioners to be sensitive to cultural variations in attitudes, norms, and values when working across cultures.
Welcome to the E-teaching I course
This document introduces an e-teaching course led by Aleksandra Lazareva of the Department of Global Development and Planning. The course will teach students how to teach, manage, and moderate online courses using a learner-centered, team collaboration, and socio-constructivist approach. Students will learn to build virtual learning environments, select appropriate online pedagogical approaches, and collaborate with others in virtual rooms.
Tools for communication in the E-teaching courses
This document discusses tools for communication in e-teaching courses, including using a learning management system called Fronter for asynchronous discussions, email, social media, e-books and blogs. It also covers aspects of online learning like being able to learn anywhere and anytime at your own pace, but requiring good time management when working in a group and being aware of your online identity.
Online tutor
The document discusses the role of online tutors in collaborative learning environments. It classifies tutor roles as pedagogical, managerial, technical, and social. It emphasizes the importance of social presence for meaningful knowledge construction through collaboration. Factors that affect social presence include the communication medium, context, emotional expression, openness, group cohesion, and the actions of the online tutor in encouraging open communication, mutual respect, and acknowledging all contributions to promote shared values and social interactions within the group.
Introduction to the E-teaching II course
This document outlines the learning outcomes and tools for an online teaching course. The course will help participants describe, discuss, and select appropriate pedagogical approaches for online learning, transform theories into practice, and collaborate virtually. Participants will evaluate learning resources, design online courses, and collaborate with peers in a socio-constructivist approach where mutual support is emphasized over competition. Communication tools include maintaining an online identity and logging in frequently for productive discussions.
Online tutoring in online collaborative learning courses
This document discusses tutoring in online collaborative learning courses. It explains that collaborative learning involves active knowledge construction through negotiation, explanation, and argumentation. The role of the teacher is to guide learners in the inquiry process and monitor their understanding. Online collaborative learning allows people from different backgrounds to learn across time and space but lacks social cues. A major pitfall is assuming collaboration will occur spontaneously without proper training or experience in collaborative learning. The document also discusses challenges of online tutoring like adaptivity and providing sufficient support and monitoring.
Viewers also liked (9)
Online tutoring in online collaborative learning courses
Online tutoring in online collaborative learning courses
Similar to Role of the online tutor
What does educators' engagement with MOOC discussions look like?
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
CUR/532 Distance Learning Facilitator
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Towards a holistic and integrated view of Quality in Open, Online and Technol...
This document discusses defining quality in open, online, and technology-enhanced learning. It addresses that quality is a complex issue with many perspectives and dimensions to consider. Five dimensions of change are identified that have influenced higher education: 1) pedagogical practices and learning, 2) the role of teachers and students, 3) institutions, 4) students, and 5) the evolution of higher education. Quality can be evaluated using methods, sources, agents, elements/dimensions, and processes of accountability and comparison. The key to quality is developing a culture of quality that focuses on transformation and involvement rather than just instruction and knowledge acquisition.
Towards a holistic and integrated view of Quality in Open, Online and technol...
This document discusses defining quality in open, online, and technology-enhanced learning. It addresses that quality is a complex issue with many perspectives and dimensions to consider. There are persistent myths about open, online education and pressures on higher education that could influence conceptions of quality. Quality could be defined in terms of learning, institutions, programs, teachers, or students, and the perspective of students, institutions, teachers, politicians, or society matters. Evaluating quality involves considering methods, sources, agents, elements, accountability, comparison, and process. The key to quality is developing a quality culture with a transformational perspective - one where teachers and students see learning as a reflective, identity-shaping experience rather than just completing activities and credentials
EVALUATE PROJECT: The Role of English as a Lingua Franca in Virtual Exchange ...
Presentation at the AILA 2017 Conference in Rio as part of the ELF REN Symposium on the role of ELF in the EU Policy Experiment #EVALUATE_EU
OER: insights into a multilingual landscape - EUROCALL 2014 conference
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
Blended Teaching and Learning_OERs (1).pptx
This document discusses blended teaching and learning using open educational resources (OERs). It begins by defining blended learning as integrating both face-to-face and online learning activities. The author advocates for blended learning and a flipped classroom model. The rest of the document provides examples of how different learning activities can be conducted both face-to-face and online. It also discusses considerations for designing blended learning and lists different digital tools that can support blended models, including blogs, discussion forums, webinars, and open educational resources.
2015 New Director Orientation - Bonner Cornerstone Activities
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
7 2015 ndm bonner cornerstone activities
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
Kilgore & Araújo: Improving Student Equity with Great Instructional Design
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Online Socialization
This document discusses online socialization and promoting online learning communities. It begins by defining online socialization as the process of internalizing rules and values through virtual relationships. It then outlines the importance of online socialization for successful online learning. Key aspects of online learning communities discussed include teaching, social, cognitive, and transactional presences. The document also summarizes Salmon's five stage model for structured online activities and lists considerations for developing online socialization. Throughout, it provides examples of strategies to promote socialization before, during, and after online courses.
Writing with Dr. Lowenthal #humanmooc Chapter
This document summarizes Whitney Kilgore's experience collaborating on a book chapter with Dr. Patrick Lowenthal about an experiment in social presence in an online course. The chapter discusses the design of the 4-week MOOC course aimed at promoting social presence using the Community of Inquiry framework. It provides results from a survey of 56 participants which showed high social presence, though some felt less comfortable disagreeing. The conclusion notes the value of the professional development experience for improving online pedagogy.
Blended learning MALL TESOL March 2015 - Palalas, A.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
Kehrwald Asciilte2011 Final
This document summarizes the findings of a formative evaluation of learner experiences in a blended learning education program with three distinct cohorts: students at the main campus, regional campus, and external students. A survey found significant differences in experiences between the cohorts, with regional campus students reporting less satisfaction than others in areas like online comfort and interaction. The evaluation raised questions about how cohort needs and expectations align with the blended model offered, and how teaching and support can be tailored to better meet learner needs and provide more equitable experiences across cohorts.
Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College...
Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College...College Development Network
Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.On line and on-site - two sides of a mirror
This document summarizes a teaching enhancement program for internationally educated academics at a Canadian university. It describes the program's development, blended online and in-person delivery, curriculum covering practical teaching skills and cultural adaptation, and positive outcomes. The program used adult learning principles and helped its 21 participants from diverse backgrounds gain instructional skills and confidence, build a learning community, and facilitate active, culturally-sensitive teaching.
10 Years Of Technology Research Mahasarakham University Thailand B 2c05
1. The document discusses theoretical perspectives on online and blended learning including learner-centered principles, constructivist teaching principles, and sociocultural ideas.
2. Over 10+ years of research is summarized, including early studies on real-time vs delayed collaboration, as well as frameworks and models for technology integration.
3. Key findings are highlighted from various projects involving electronic cases, adventure learning, and conferencing tools like COW. The purpose of sharing this research is to help inform best practices in online and blended learning.
The Six Learnings Curricular Framework and Disciplinary Intuitions: Designing...
The document discusses the Six Learnings Curricular Framework for designing learning in immersive environments. It was developed at the National Institute of Education in Singapore between 2009-2016. The framework aims to help students develop intuitions about concepts by making their thinking visible through exploring, collaborating, being, building, championing, and expressing in virtual worlds. When students' lived experiences do not align with formal assessments, learning can be negatively impacted. Immersive environments allow novice intuitions to be unpacked and enduring understanding to be built.
Creating Effective Peer Learning Environments in Online Courses
This document discusses peer learning in online courses. It defines peer learning as students learning from each other without direct teacher intervention. The document outlines that peer learning has been shown to be effective both offline and online, as it allows for deeper discussions and scaling of online courses. It presents the Community of Inquiry framework and provides examples of how to structure peer learning through setting the online environment, modeling behaviors, assigning collaborative activities, and assessing student participation and engagement. Challenges with peer learning are also acknowledged around students perceiving peer feedback as less valuable and not being well trained in critique.
Using Authentic, Exciting , Multimedia Resources to Boost Motivation and Achi...
Peace Corps World Wise Schools offers authentic,exciting, multimedia resources that are free and based on Peace Corps Volunteer Experiences.
Similar to Role of the online tutor (20)
What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?
Towards a holistic and integrated view of Quality in Open, Online and Technol...
Towards a holistic and integrated view of Quality in Open, Online and Technol...
Towards a holistic and integrated view of Quality in Open, Online and technol...
Towards a holistic and integrated view of Quality in Open, Online and technol...
EVALUATE PROJECT: The Role of English as a Lingua Franca in Virtual Exchange ...
EVALUATE PROJECT: The Role of English as a Lingua Franca in Virtual Exchange ...
OER: insights into a multilingual landscape - EUROCALL 2014 conference
OER: insights into a multilingual landscape - EUROCALL 2014 conference
2015 New Director Orientation - Bonner Cornerstone Activities
2015 New Director Orientation - Bonner Cornerstone Activities
Kilgore & Araújo: Improving Student Equity with Great Instructional Design
Kilgore & Araújo: Improving Student Equity with Great Instructional Design
Blended learning MALL TESOL March 2015 - Palalas, A.
Blended learning MALL TESOL March 2015 - Palalas, A.
Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College...
Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College...
10 Years Of Technology Research Mahasarakham University Thailand B 2c05
10 Years Of Technology Research Mahasarakham University Thailand B 2c05
The Six Learnings Curricular Framework and Disciplinary Intuitions: Designing...
The Six Learnings Curricular Framework and Disciplinary Intuitions: Designing...
Creating Effective Peer Learning Environments in Online Courses
Creating Effective Peer Learning Environments in Online Courses
Using Authentic, Exciting , Multimedia Resources to Boost Motivation and Achi...
Using Authentic, Exciting , Multimedia Resources to Boost Motivation and Achi...
More from Aleksandra Lazareva
A framework for small group support in online collaborative learning
This document discusses providing support for small groups in online collaborative learning through the combination of collaboration scripts and online tutoring. Collaboration scripts set instructions for how students should form groups, interact, and solve problems, and have been shown to improve collaboration skills. Online tutoring guides students through a course by supporting cognitive, social, and metacognitive activities without direct teaching. The author questions how collaboration scripts and online tutoring can be combined to provide support for these processes during small group work.
Peer assessment in online collaborative learning
Here's a presentation Åke and I gave at the Assessment Workshop at the University of Nebraska at Omaha, April 15, 2016.
How can ICT contribute to better learning in group work?
This document discusses how information and communication technologies (ICT) can contribute to better learning in group work. It describes collaborative learning versus traditional teaching which involves active participation. Computer-supported collaborative learning (CSCL) allows for both co-located and computer-mediated collaboration. CSCL provides benefits like active learning, applying concepts to real examples, and flexibility, but also challenges around motivation and coordination. A variety of technological tools are presented that can support collaborative tasks including options for synchronous discussion, collaborative writing, presentations, concept mapping, file sharing, and multifunctional platforms.
Presentation in the working seminar
This progress report summarizes Aleksandra Lazareva's PhD coursework and research activities over the past period. It includes:
1) A description of the courses completed, including term papers on adaptive structuration theory, theories of collaborative learning, and action design research.
2) Details of publications and conference presentations developed using interaction analysis and focusing on computer-supported collaborative learning.
3) An overview of ongoing writing projects, including a literature review on collaborative learning in information systems and students' perceptions of collaborative learning in learning management systems.
4) A discussion of potential data collection settings for her PhD research, including online courses where she is tutoring and could study collaboration and the tutor's role.
Promoting collaborative interactions in a learning management system
This document discusses strategies to promote collaborative interactions in an online learning management system. It describes a study of a master's degree program delivered online with some face-to-face sessions. The study examined how students interacted collaboratively on discussion forums and with tutors. Key findings included that students learned to structure discussions into threads over time, tutors guided discussions with pointers rather than enforcing participation, and asynchronous discussions supported reflection. The implications discussed promoting awareness in groups and training students to effectively use collaboration tools.
Conceptualizing collaboration in the context of computer-supported collaborat...
This document discusses the concept of collaboration in computer-supported collaborative learning (CSCL). It defines several key aspects of effective collaborative learning, including interactions between peers, explanation and argumentation, and shared understanding. The document also discusses how technology can be introduced to promote collaborative interactions and reviews different approaches to CSCL, such as problem-based learning and project-based learning. It notes that collaborative learning requires more than just interactions and must foster a sociable environment for learning. The document concludes by emphasizing CSCL as a distinct educational practice and the need for clear conceptualization of collaborative learning terms.
CSCL: Intro
This document introduces computer-supported collaborative learning (CSCL), where technologies enable interactions and learning among peers through negotiation, explanation, and mutual regulation to develop shared understanding. However, simply providing technological tools does not guarantee productive social interactions will occur, as the psychological dimensions of social interaction and media effectiveness must also be considered. One approach is through collaboration scripts, which provide step-by-step procedures and distribute learner roles, to trigger productive interactions among peers in CSCL groups while avoiding over-scripting.
Design science research
This document discusses three unclear issues in design science research. It questions what the products are of a design science research project, who the actors are and what their roles are, and the relationship between rigor and relevance in design science research. It also examines three factors that can impact design science research: a lack of resources, time perspectives, and how to incorporate theory.
Using proactive approaches in PhD research
Discussion of using ADR and DSR approaches in the development of a framework for designing effective CSCL environments
Designing CSCL environments
The document discusses computer-supported collaborative learning (CSCL) environments. It defines CSCL as involving interactions between peers that lead to shared understanding and knowledge construction. The document notes benefits of CSCL include improved academic achievement and skills. However, CSCL requires consideration of social and psychological factors to ensure productive interactions. Collaboration scripts can structure interactions by assigning roles. The document outlines the author's focus on environments that support effective interactions and how technologies can be adopted. It proposes studying a master's program and designing a new CSCL environment to understand these issues.
KMS, organizational learning and communities of practice
This document discusses perspectives on knowledge management, organizational learning, and communities of practice. It addresses key topics such as tacit versus explicit knowledge, individual versus collective knowledge, and the role of social relationships in knowledge management system usage. The document also examines how working, learning, and innovation are interrelated yet sometimes opposed concepts, and how a gap can exist between espoused practices and actual practices within an organization.
Gidden's structuration theory
This document discusses the use of structuration theory in information systems research. It covers several key points:
1) Structuration theory examines the relationship between individuals and society, and how the two are interdependent rather than independent.
2) While Giddens did not focus on technology, structuration theory is believed to have potential for understanding the role of technology in society.
3) Studies using structuration theory in IS research have often misinterpreted or selectively used Giddens' original ideas, failing to consider his full theoretical perspectives.
Information infrastructures
This document summarizes key points from two articles about information infrastructures (II). It defines II as shared, open systems consisting of IT capabilities and user communities. II face problems of attracting early users and adapting to diverse demands as they grow. The document proposes using complexity theory and complex adaptive systems (CAS) as a design theory for II to address these problems. CAS principles of creating attractors to boost growth and ensuring adaptability at the "edge of chaos" are presented as ways to tackle the bootstrap and adaptability problems in II. The document concludes with discussion questions about enhancing II adaptability, the role of institutions/power, other relevant theories, and how II can foster innovation.
Research traditions and schools of IS research
This presentation introduces an overview of two articles on the theme of research traditions and schools of IS research.
Teacher training course: Pedagogical use of ICT
This document outlines a teacher training course at the Christ Church Cathedral Primary School in Lagos, Nigeria on the pedagogical use of information and communication technologies (ICT). The course aims to teach teachers how to effectively integrate technology into their classroom lessons to address issues like limited computer access and unreliable internet. Through group work, peer tutoring, and implementing sample lesson plans, teachers will learn principles of technology-enhanced learning and how to locate, assess, and use different technological tools. Assessment will be through self-reflection, peer comments, and student feedback, with no external evaluation. The school will receive materials and a Raspberry Pi computer to support the training.
Research seminar on student engagement
The document summarizes a master's thesis that studied student engagement in the classroom. It defined engagement as having behavioral, cognitive, and emotional dimensions. It also discussed how engagement relates to self-regulation in learning. An empirical study in a Finnish elementary school English class examined how task characteristics like technology use and autonomy as well as teacher and peer interactions impacted student engagement. The study found that engagement was highest when tasks were meaningful, allowed some autonomy, and incorporated technology, but too much technology could distract. Teacher involvement differently affected students, and peer regulation had mixed results. The implications were that teachers need to support individual student needs to maintain engagement.
Student engagement as a dynamic and multidimensional concept. Data analysis: ...
This document summarizes a study analyzing student engagement in an English language classroom where technology (iPads) were incorporated for one month. The researcher observed 11 fourth grade students across 6 lessons and analyzed engagement using on-task/off-task coding of video data. Key findings were that iPads increased fun and engagement but also were distracting. Student choice, task meaningfulness, and interactions with teachers and peers also impacted engagement levels. The study provided insights into factors influencing engagement in an authentic classroom context.
Student engagement as a dynamic and multidimensional concept
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
Master's thesis progress (December 2013)
This document outlines a study on student engagement in English language classrooms. It describes the progress of the study from 2013 to the present, including various phases of data collection, analysis, and planning. Specifically, it involved collecting data on student engagement through various methods like video recordings, learning diaries, and surveys. The document analyzes factors that can influence engagement, such as students' motivational goals, task characteristics, peer and teacher interactions, and technology use. Challenges in the study included having too many data collection tools, collecting too much data, short planning time, and issues with data coding. The next steps are to make necessary corrections by analyzing additional data, identifying general patterns, and finalizing the theoretical framework.
Plan for the second year
The document outlines a plan for completing a master's thesis over the course of 9 months from September 2013 to May 2014. It involves transcribing and analyzing collected video and self-report data in the fall, writing the theoretical framework and literature review in winter, drafting the methodology and results sections in spring, and editing and proofreading the final thesis in April before submitting in May.
More from Aleksandra Lazareva (20)
A framework for small group support in online collaborative learning
A framework for small group support in online collaborative learning
How can ICT contribute to better learning in group work?
How can ICT contribute to better learning in group work?
Promoting collaborative interactions in a learning management system
Promoting collaborative interactions in a learning management system
Conceptualizing collaboration in the context of computer-supported collaborat...
Conceptualizing collaboration in the context of computer-supported collaborat...
KMS, organizational learning and communities of practice
KMS, organizational learning and communities of practice
Student engagement as a dynamic and multidimensional concept. Data analysis: ...
Student engagement as a dynamic and multidimensional concept. Data analysis: ...
Student engagement as a dynamic and multidimensional concept
Student engagement as a dynamic and multidimensional concept
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Role of the online tutor
- 1. Role of the online tutor in establishing social presence in asynchronous text-based collaborative learning environments
- 2. Role of the online tutor in establishing social presence in asynchronous text-based collaborative learning environments on Fronter
- 3. Online tutoring • Not teaching but guiding • Multiple classifications of roles – Pedagogical, managerial, technical, social • Student perceptions?? – Explorative
- 4. Context • E-teaching (2015-2016), Fronter – Asynchronous text-based • Participants – Origin – Europe/ Africa/ Asia – Different levels of experience, background, age • F2f intro sessions locally in Norway and Africa • 6(5) multicultural groups
- 5. Data collection • Observations • Surveys – Feedback – Social presence • Followup interviews
- 6. What’s social presence? • Connection vs. isolation • Representation of oneself as an individual • Meaningful collaborative knowledge construction • Collaborative community vs. exchange of information
- 7. What affects it? • Communication medium • Communication context – Emotional expression – Open communication – Group cohesion Lack of synchronicity––––– ––––– Online tutor
- 8. Asynchronous communication • No interruptions/ judgements • Directly relating to other participants’ contributions – explicit acknowledgement • On-task • Based on expectations – «violated» flow of interactions, delayed feedback • Multiple threads active at the same time
- 9. Fronter discussions • Text misinterpretation – Lack of synchronicity – Alternative communication channels – Informal groups • Scattered contributions – Unrelated to peer participants • Absent students
- 10. Communication context • Free sharing of opinions – Encouragement from the rest • Mutual acknowledgement – Inclusion of contributions in the final deliverable • Shared values – Group contract • Social identity – Personal introductions – Impersonal environment – On-task
- 11. Implications for the tutor • Group contract awareness • Open mind • Equality of contributions & mutual acknowledgement • Combine with alternative communication media coordination & off-task communication • Combine with synchronous meetings – Initial personal introductions – Througout the process shared understanding