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INTRODUCTION TO E-TUTORING

INTRODUCTION TO E-TUTORING. TOPICS TO BE COVERED:. Definition of an etutor What is and etutor? Who is an etutor? Competencies required Role of the traditional tutor Advantages and disadvantages of traditional tutoring Advantages and disadvantages of an etutor Interaction Models.

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INTRODUCTION TO E-TUTORING

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  1. INTRODUCTION TO E-TUTORING

  2. TOPICS TO BE COVERED: • Definition of an etutor • What is and etutor? • Who is an etutor? • Competencies required • Role of the traditional tutor • Advantages and disadvantages of traditional tutoring • Advantages and disadvantages of an etutor • Interaction Models

  3. LESSON OBJECTIVES: At the end of this lesson the learner should be able to: • Define e-tutoring. • Contrast the competencies required of an e-tutor with that of a traditional tutor. • Illustrate using scenarios from their working environment how the roles of tutors and learners will change in the online environment.

  4. LESSON OBJECTIVES: • Learners should be able to identify lecturing models that underpin the design of an online classroom. Define the following interaction: • Student-student • Student-tutor • Student-content

  5. DEFINITION • E-tutoring can be defined as teaching, support, management and assessment of students on programmes of study that involve a significant use of online technologies (TechLearn, 2000).

  6. WHAT IS AN ETUTOR? • An E-Tutor is the interface between the learner and the knowledge. They give the feeling of closeness that reduces social isolation that usually engulfs the online learner

  7. Subject matter expert Mentor Facilitator Motivator Counselor Coach Administrator Assessor Technical support person WHO IS AN E-TUTOR? An e-tutor is a Jack-of-all-trades:

  8. COMPETENCIES REQUIRED • A good all round knowledge of the subject-matter of the course • The background pedagogy that underpins the course • A good understanding of the limits and limitations of the information and communications technology

  9. COMPETENCIES REQUIRED • A close working and sharing relationship with the learner • Providing learners with support and encouragement • Mentoring/counseling and advising

  10. Strengths Direct communication between participants and tutor. Favourable in case of learning soft skills. Weaknesses Usually not entire time of training is spent on effective learning. Delays in training schedule, problems with getting right group together. ADV. AND DISADV. OF TRADITIONAL TUTORING

  11. Strengths Opportunity for asking questions, clarifying doubts and discussing subjects on the spot. Contact with respected authorities and experienced professionals. Weaknesses Impossibility of adjusting message to level of all participants ('one size does not fit all') Difficulties in monitoring participants' progress and evaluating acquired knowledge. ADV. AND DISADV. OF TRADITIONAL TUTORING

  12. Weaknesses Teaching process may vary depending on tutor, participants, time of day, atmosphere etc. ADV. AND DISADV. OF TRADITIONAL TUTORING

  13. Strengths Well-documented efficiency of this learning method. Significant decrease in funds spent on training arrangement Weaknesses High initial costs of the training production, particularly custom content in highly specialized fields of knowledge. ADV. AND DISADV. OF ETUTORING

  14. Time saved as a result of lack of preparatory activities Training can be conducted anytime and anywhere. Need of appropriate IT infrastructure. Limited efficiency in soft skills training.Lack of direct contact between participants. ADV. AND DISADV. OF ETUTORING

  15. Strengths Individual course of teaching adjusted to student's needs and skills. ADV. AND DISADV. OF ETUTORING

  16. LEARNING MODELS An organisation may seek to implement any one of or a combination of the following three models of interaction: • Student-Student • Student-Tutor • Student-Content The etutor will be required to formulate strategies for learning that are in keeping with the design employed by the institution

  17. STUDENT-STUDENT • Interaction between one learner and other learners, alone or in groups, with or without the real-time presence of the instructor

  18. STUDENT- TUTOR • interaction both between the learner and the tutor

  19. STUDENT-CONTENT • Interaction between the learner and the content or the subject of the study

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