Online learning is the process of tutoring in an online, virtual, or network environment where teachers and learners are separated by time and space. Online tutors, as a reflection of the wider Internet diversity, are practiced using many different approaches and addressed to different user groups. The difference is in the content and online interface, as well as in the tutoring guidance and training methodology. The definitions related to online guidance vary widely, reflecting ongoing technological evolutions, improvements and variations in online learning methodologies, and the interaction of organizations that provide online mentoring services with institutions, individuals, and learners who use such services. This form of Internet service is a classic micropublishing situation.
Video Online tutoring
Background and definition
The online environment applied in education typically involves the use of a learning management system or Virtual Learning Environment such as Moodle, Sakai, WebCT, Blackboard. Online teaching can be offered either directly through the virtual learning environment of the tutoring service or through links in the learning management system (LMS). In the first case, students or their parents may be required to pay for lessons before service delivery, whereas many educational institutions and book publishers sponsor a number of lessons at no cost to students.
Les can be a group of learners simultaneously logging in and receiving instructions from a single tutor, also known as many-to-one tutors. This is often known as e-moderation , defined as facilitating the achievement of self-learning goals, learners autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative. learning and practice communities. These moderation functions are based on constructivist or social-constructivist learning principles.
Another form of tutoring, called peer tutors, involves peers (ie, fellow students) in courses or subjects with each other, and this can also be done as online tutoring through the online conference interface.
Most commonly, however, individual learners or their parents also purchase time tutoring with private vendors of online tutoring services. Such time may also be available through book purchases, access to libraries, textbook publishers, or enrollment in specific schools or school systems. This is known as one-on-one guidance.
Asynchronous online tutoring is offered in a format in which the learner asks questions and the tutor responds later. This is appropriate for detailed written review, for example. It also allows careful learners to maintain control over the way they ask questions and ask for help. Learners and tutors do not need to be online at the same time.
Synchronous online tutoring involves a shared interface, so both the tutor and the learner (or group of learners) online at the same time. This requires the implementation of browser-based software and may or may not require the learners to download proprietary software. Some online tutoring services use telephonic or VOIP communications and even video communications. WebRTC technology makes it easy for online teachers by sending live video and streaming audio through the browser. This eliminates common friction points for users in terms of enrolling, inviting students, and downloading external plugins.
There are a number of private companies that provide online tutoring. Third-party online guidance services that offer asynchronous one-on-one tutoring available in early 1996.
From the beginning of online tutoring, the controversy surrounded some of the concerns voiced by educators and parents. Researchers recognize that online tutoring requires three components:
- online tutors adopt special pedagogy (educational method), which includes instructional support and social or group support;
- coordinate the management of online guidance and organize the implementation of the service; and
- Unlike traditional face-to-face guidance, online tutoring requires a usable user interface and technical support to maintain hardware and software operating sides.
Questions raised by online tutoring include:
- How does the parent or teacher know that online tutors are qualified to provide assistance, not just give answers to learners?
- Assuming an online tutor qualifies as an instructor, how does online teaching relate to teaching only?
- How reliable is the interface? Will it accommodate material discussions being taught at a level comparable to traditional classroom settings?
In higher education, tutoring is considered as an adult-to-adult guide in a particular course or subject for a clear purpose to advance the study's learning competencies. Generally, a tutor is an academician, lecturer or professor who has the responsibility to teach in a university degree/diploma course or a vocational teaching and learning setting. Study centers in post-secondary schools can combine either e-moderating or one-to-one online tutoring, or both, creating distance learning programs, whether campus or student courses are conducted online. In distance learning, tutors can be recruited specifically for teaching roles and support students through online tutoring. Inheriting the role of tutors, online tutors must have excellent online communication skills and the ability to understand learning objectives, and should guide students successfully towards achieving those goals. The form of tutoring may vary from the main instructions for assistance with the assigned course.
Maps Online tutoring
The current state of the art
Online teaching presupposes self-reliant and independent learners. Aspects of learning tutoring more than the aspects of teaching. E-moderating usually refers to the online group or web-based learning
- is based on constructivist and social constructivist principles;
- focuses on using online dialogue and peer learning to enrich learning in an online environment;
- focuses on the achievement of self-learning goals, learners autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative learning, and learning communities, as opposed to delivering online content through transmission media; and
- is also a way to add extra value and service to traditional education services (postal services can be expensive and slow, resulting in cost-effectiveness and speed of online resources).
The main advantage of a one-to-one private tutor was described by Benjamin Bloom (educator and psychologist) in 1984 in Two Sigmas problems. The effects described by Bloom appear to be brought into online guidance, although there are limited studies to support this conclusion. In a study that rarely compares student performance with access to online counseling with students who do not have access to online tutoring says on the apparent trend of availability of online tutoring is emerging to encourage students to remain in the course.
Practice online tutoring
Difference between online tutor and face-to-face
In both online and face-to-face coaching, the similarities lie in the field of group dynamics, the need for group roles and designs to encourage group interaction. Differences include the need for more facilitation to help structure the discussion, with group roles appearing more slowly in online settings.
There is a spectrum of interventions in online discussions of occasional mentoring (assistance assignments) for full-scale design and support of study groups and tasks (instructions). The first is known as tactical online tutoring and the second as a strategic online tutoring .
Tactical online tutorial
Tactical tutors are expected to display sensitivity to group interaction and progress, or lack thereof, and to respond in an online interaction at critical moments in which their mastery of the subject and the ability to explain it are required by the learner or where the learner makes manifest mistakes. They are more likely than strategic tutors to be employed in one-on-one interface. Asynchronous tutoring allows tutors to pass insights into the strengths and weaknesses of the learners' work. Synchronous or a live tutor can provide assistance when the learner becomes aware of the problem and logs in.
Personalized online tutoring service
In general, online academic tutors are available through a variety of virtual learning environments to help students answer questions about specific subject matter, to assist in essay writing, and to assist research. Offerings vary from sites loosely linked to campus, to sites that are contracted directly by and operating in conjunction with educational institutions, textbook publishers, or libraries. Access to online publishers or tutoring provided by the campus may be limited in just a few hours.
Other major concerns of parents or teachers in utilizing an online tutoring service include:
- the perceived ignorance of online tutors for learner development issues that span beyond one session;
- cultural communication difficulties that may arise between the distance tutor and the local learner; and
- any doubt about the academic qualifications of an online tutor, even if certified by the company.
A strategic online tutor
Strategic tutors do more planning beforehand, including determining the number of learners per group and membership. Smaller groups are more likely to cultivate trust, while larger groups provide greater heterogeneity and enhance interaction and task achievement. Six are reported as the smallest size for a good online job, and fifteen is the maximum for full participation. For strategic online tutoring, full participation depends on strong connectivity and efficient bandwidth usage to ensure full participation.
Design for group learning
The previous design of online activities, sometimes known as e-tivities , is one aspect of strategic learning guidance. E-tivities promote peer group learning and result in less online tutoring time. E-tivities have the following characteristics:
- they can optimize student engagement if they are authentic and relevant learning activities;
- they can take the form of working group work groups that are structured online; and
- they are based on a single key topic or question to make online e-moderation easy and to provide motivation, engagement and purpose.
Worksheets, online bulletin boards, and threaded discussions are examples of tools for e-tivities. An e-tivity can be an effective learning tool if it has illustrative titles, stimuli or challenges, involves invitations for learners to post messages, carefully timed, have posts people can add, and summaries, criticisms or feedback from e-moderator.
Online tutors can use a similar approach using podcasts.
Scaffolding
Two necessary assumptions about online tutors are that they have sufficient academic qualifications to educate and that they have specialized training to meet the challenges of online communication. Online teachers also need to be aware of the stages that participants typically use in the online environment; these stages determine the types of scaffolding (assistance) that are appropriate for the participants at each stage. Salmon (2004) suggests five stages for learning and scaffolding that are appropriate for each:
- Access and motivation
- Online socialization
- Information exchange
- Construction knowledge
- Development
An important success factor in online tutoring
Training and development
Inexperienced staff online will definitely try to transfer to online tutoring what has worked for them in the past or what they believe to be the only valid method for their discipline. Furthermore, the values ​​embedded in many of the commonly used VLEs contribute to counterproductive behavior for online mentoring.
The key competencies required by tutors are the ability to:
- supports group learning in technology without the need for face-to-face meetings or drawings;
- provides scaffolding (see above);
- understand and interpret online behavior;
- weave, which includes:
- Emphasize a point to show a wider app
- Collect snippets of different messages and/or present in new ways
- Highlight contributions that others have connected with in ways unknown to the group
- Agree or disagree with group contributions
- Correct misunderstanding or insufficiency
- summarize, which includes:
- Acknowledge the ideas expressed in contributions
- Refocus the discussion, especially when there are many contributions that deviate from the central point
- Closure signal
- Gives a new starting point
- Strengthen important contributions or ideas
- Provide archives
- give feedback;
- classify participants' knowledge;
- add knowledge and correct misunderstandings in a timely manner if necessary; and
- close discussion and continue.
Key features for staff development are online and face-to-face in character:
- Online training
- Get facilities with online communication media and with a dedicated user interface to use
- Create an expected model of online communication behavior from learners and learners
- Focus on guidance and moderation of processes and methods and away from technological detail
- Use scaffolding (facilitating ideas) that facilitate collaborative learning in preference to provide direct instruction
- Face to face
- Focus on the friend dialog around the model that applies to many settings
- Provides authentic situations for tutors to practice weaving, summarizing, and providing feedback
- Use fellow tutors as resources when online development touches the bottleneck
Dealing with online environmental characteristics
Online interactions are essentially verbal, so nonverbal cues, often considered important for the tutoring process, do not exist. For example, in text that is sent back and forth online (asynchronous paper reviews), facial expressions, body movements, and eye contact do not exist. Both tutors and learners may need experience with the medium to get used to it. However, face-to-face meetings are not really important, because, with training, online tutors can take advantage of online environment features to communicate in new ways, such as by sketching on the board or using a shared online calculator. Students may be invited to reflect on discussions or consult with specific resources.
The learner, too, may be more aware of preparing the previous message, and may choose to sign in to "meet" with the tutor according to his own schedule. Both online synchronous (direct) and asynchronous lessons usually keep online tutor notes or tutoring sessions. Students may use this note for future reference.
Self-led team
As students become more experienced in online collaboration, some of the roles of online facilitation can be delegated to students. However, students will need advice and training to become successful collaborators.
Advice and training for self-directed teams should include:
- Set basic rules
- Develop a sense of shared vision and goals
- Allocate roles, tasks, and responsibilities
- Communicate openly and often
- Offer support
- Meeting deadlines
- Review team performance and reflect contributions
Current developments
The online guidance environment moves beyond the offerings of synchronous and asynchronous discussion technology, as is often offered by VLE. New opportunities for online tutoring are offered by Web 2.0 systems and multi-user virtual environments.
Web 2.0
Web 2.0 includes the use of the web in an increasingly interactive way, with social networking and user-generated content being two important benefits. Social networks can be used to connect tutors and students, and can allow students to help each other peer-to-peer. User-generated content can be created by and used by teachers and students.
Online tutors can use Web 2.0 applications to make their online tutors more flexible and up-to-date. For example, podcasts provide the advantage of human voice, ease of use and mobile access to instructions (Salmon and Edisiringha 2008), and blogs can provide access to newly developed topics that can spark debate. Some online tutoring sites incorporate these tools into their interface even before the Web 2.0 phenomenon is widely discussed.
Multi-user virtual environment
Research has just begun on the use of multi-user virtual environments (eg Second Life) and the role of avatars as tutors and participants of Second Life.
Automatic tutor
Online teaching is an area for the application of various theories and implementation of tutoring provided to students by computer. Companies involved in automated online tutoring include Wolfram Alpha, with its modules called The Problem Generator (PG) Cognitive Tutor, and others. All automated tutoring involves the adoption of some form of artificial intelligence to mimic human learning, produce appropriate responses, and guide student interaction from one level of learning to the next.
Comparison of human and machine guidance is an active field of study. For example, it is unclear at this point whether Cognitive Tutors are effective in improving student performance.
See also
- Distance education
- Live online teaching
- Peer mentoring
- Tutorial
Note
References
- Bender, T. (2003). Learning-based online learning to improve student learning: Theory, practice, and assessment. Stylus: Sterling, Virginia.
- Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
- Collison, G., Elbaum, B., Haavind, S. & amp; Tinker, R. (2000). Facilitate online learning: Effective strategies for moderators. Atwood Publishing, Madison.
- Hewitt, B. L. (2010). Online writing conference: a guide for teachers and tutors. Boynton/Cook Heinemann, Portsmouth, NJ.
- Kozar, O (2012) The use of online sync tools in private English teaching in Russia, Distance Education, 33 (3), p 415-420
- Mama, R. (2001) Preparing social work students to work in culturally diverse settings, Social Work Education 20 (3): 373-82
- Palloff, R. M. & amp; Pratt, K. (2007). (2nd Edition). Build an online community: An effective strategy for a virtual classroom. John Wiley and Sons.
- Salmon, G. (2002). E-tivities. The key to active online learning. London: Routledge Falmer.
- Redding, L (2009) "On-line tutoring?" Home Online Tutoring Guides
External links
- Philips, S. (October 2005). "Parents are outsourcing tutors in India". TES Connect . Retrieved July 18 2013 .
Source of the article : Wikipedia
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