LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
THANG, Siew Ming; JOYES, Gordon (2009)
Publisher: Anadolu Üniversitesi
Journal: Turkish Online Journal of Distance Education
Languages: English
Types: Article
Subjects: Special aspects of education, e-educator, distance tutor training, community of practice., teacher professional development, LC8-6691, E-Educator; Online Learning; Teacher Professional Development; Distance Tutor Training; Community Of Practice., online learning

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
The University of Nottingham, UK and Beijing Foreign Studies University, China developed a module for training tutors of online learners - one that could be adapted for use in a variety of contexts. The module was piloted at the School of Distance Education, Universiti Sains Malaysia, Penang with eight staff members (six tutors and two local mentors). They undertook to work through the different units of the e-Educator module and complete all the e-Educator tasks required which include online forums and other online activities. They were also required to complete reflective blog entries at regular intervals. This paper will share the results of the four focus group interviews and the reflections of one of the tutors. The findings of the focus groups were analysed first and then triangulated with the reflections of the tutor to give a more holistic picture of the Malaysian experience. The findings revealed that the e-Educator module curriculum was perceived as highly relevant to the tutors and impacted on their personal and professional development, establishing a community of practice for the tutors involved. However, the extent to which it can be localised needs to be explored further.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Engeström, Y. (1987). Learning by Expanding: An Activity-theoretical Approach to Developmental Research. Helsinki, Orienta-Konsultit.
    • http://communication.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm (accessed on 4/4/2006).
    • Joyes, G., Hall, C. & Thang, S.M. (2008). The eEducator Module: A New Approach to the Training of Online Tutors. Language Learning in the Virtual World: Instructors' Voices. International Journal of Pedagogies and Learning. Vol. 4(4). pp. 130-147.
    • http://www.apacall.org/ijpl/v4n4/ Joyes, G. & Wang, T. (2007). A generic framework for the training of eLearning tutors. In: H. Spencer-Oatey (Ed.), e-Learning initiatives in China: pedagogy, policy and culture. (pp.109-124) Hong Kong: Hong Kong University Press.
    • Leont'ev, A. N. (1981). Problems of the Development of Mind. Moscow: Progress Publishers.
    • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park: Sage.
    • Merrill, D. (2002). First Principles of Instruction. Educational Technology Research and Development, 50(3): 43-59.
    • Oliver, R. & Herrington, J. (2001). Teaching and Learning Online: A Beginner's Guide to e-learning and e-teaching in Higher Education. Perth, Western Australia: Centre for Research in Information Technology and Communications, Edith Cowan University.
    • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA, Harvard University Press.
    • Wenger, E. (1998) Communities of practice: learning, meaning, and identity.
  • No related research data.
  • No similar publications.