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Briefing Paper No 20 Mentoring and Tutoring Online |
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Click here to download PDF version |
This paper will cover issues tutors will need to be aware of in order to be an effective online tutor/mentor.
The advent of e-learning has meant that learning providers have had to think about change, change to the way they deliver, track and most importantly support learners. If an e-learning culture does not already exist, then it will be necessary to create one. Learners can access learning 'anywhere, any place, any time'. The learning is provided in small chunks, just as they are needed - building skills block by block. (Sometimes referred to as just in time - just what's required learning.)
With online learning it is very important to gear things to the learner's needs and not to what is available.
We will need to keep in mind that as we change from the culture of 'needing to know' to one of 'wanting to learn' that education today cannot just be fixed with technology. E-learning must be seen as another tool in the box of the tutor/lecturer for it to be successful.
Importance of awareness of differences in terminology e.g. Some terms are used differently within various Virtual Learning Environments (VLEs) and also compared to generic web use, therefore students may be familiar with different terms. These will need to be defined and/or explained.
Tutors who are not confident with computers and technology will no doubt find this a frightening prospect but with correct training in only the areas they need to know it will eventually prove to be an efficient and rewarding experience. Tutors will need to provide a climate in which people can take responsibility for their own learning, guiding learners through the course so that they complete it successfully. In short they will need to become be a facilitator for learning.
It will not matter whether you decide to call yourself an online tutor, e-trainer, learning advisor or online learning consultant, the skills required will be the same. Tutors will need to be engaging, reassuring, welcoming and supporting.
The most important issue will be that of communication. Use of email, discussion groups, conferencing (written, audio and video), telephone and mail support. You may still be required to do some face to face support as well. Within the report all areas of communication are covered helping with the development of online skills. Hints and tips are given in some areas for effective use of communication.
Keeping track of the student's progress, assessment results, and the student's feedback on the course are all a vital part of the tutor's responsibilities. Having a set time for online support, conferencing and research are all good organisational skills. You would need to ensure you were in a classroom if you had a group of students waiting for you - online teaching requires no less discipline.
In addition to traditional preparation - the cornerstone of lecturing, tutors will need to plan taking into account the content of the course, using the web as a resource and designing the course for the Internet.
Other key areas for tutors are:
Many tasks will be quicker, better reporting can be achieved and the tutor role will be just as important and rewarding as it has always been.
Online tutoring/mentoring skills need to be learnt. Although the tutoring skills the tutor has are in the main the same they will be deployed and managed in a different manner. Working in a non tangible world which is more controlled and less adaptable to the individual is difficult. All tutors will need to be proactive and careful not to lose sight of the importance to log on and support at given times. Just because the students cannot be seen does not make them less important that the students sitting in the class in front of you.
It can be difficult for the tutor feeling sometimes that they are disseminating information to a large black hole. However, be aware that students may well be there just not interacting with you at that time. Learning to be an effective online tutor takes time and patience. The only way to get the skills is to experience the e-learning environment. Initially tutors must be prepared for failure and frustration. However, once online tutoring skills are acquired it can be just as rewarding as any other teaching.
Jayne Bacon is ILT Development Manager at the Colchester Institute. A qualified tutor with a BEd, Jayne has worked in the computer field for many years, including specialist work as a tutor to adults with acquired brain injury.
Jayne has responsibilities for development of online learning within the college. She spent two years as senior staff IT trainer within the college developing courses to build confidence with technology among staff. Jayne has also written courses for delivery within a variety of different VLEs, as well as giving online tutor support for a variety of online courses both within specialised delivery environments and also with computer based training (CBT).
Contact: jayne.bacon@colch-inst.ac.uk
Books:
Tutoring/Mentoring Online: How to be an online tutor (Julia Duggleby), Gower,
Jan 2000 - ISBN 0566082470
Web Sites:
http://www.onlinelearning.net/OLE/
http://www.lifelonglearning.ac.uk/
http://www.unc.edu/cit/tips/tm.html
http://www.online-trainer.com/compets/tutor.htm
http://emoderators.com/
http://www.sheffcol.ac.uk/lettol/
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File created: 11 May 2001, Revised: 28 September 2001
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