What are tutors' experiences with online teaching?:a phenomenographic study

Walter, Cvetanka (2016) What are tutors' experiences with online teaching?:a phenomenographic study. International Journal of Mobile and Blended Learning, 8 (1). pp. 18-33. ISSN 1941-8647

Full text not available from this repository.

Abstract

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

Item Type:
Journal Article
Journal or Publication Title:
International Journal of Mobile and Blended Learning
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
79178
Deposited By:
Deposited On:
08 Aug 2016 08:54
Refereed?:
Yes
Published?:
Published
Last Modified:
29 Jan 2020 03:08