Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC

Fernando Rosell-Aguilar

doi:10.29140/jaltcall.v3n1-2.37

Abstract

The use of synchronous computer-mediated communication (SCMC) tools such as audio-graphic conferencing to provide tutorial support in Open Distance Learning (ODL) settings brings with it changes in roles and relationships between tutors and students which need to be researched to gain an insight into the learning experience of those teaching and being taught through the medium. In this paper we will report on a study of language tutors new to audio-graphic conferencing after they spent a year providing online tutorial support for a new beginners' Spanish distance learning language course. We will present how the tutors compare the online and face-to-face environments and how they perceive their roles as online tutors. We conclude that the success of tutorials in an audio-graphic environment depends on the individual tutor: their personality, warmth, and ability to communicate and manage learning become more relevant in the new environment; and that therefore training that goes beyond the technical and pedagogical and includes these aspects is required.

Highlights

“ T eaching in electronic and distance learning environments opens up a whole new range of roles and relationships
Synchronous CMC (SCMC) was originally limited to text, but audio conferencing has become commonly available since the mid 1990s through applications such as NetMeeting, Yahoo!, or Windows Messenger
Audio conferencing systems can feature additional tools such as whiteboards, text editors, text chat facilities and web browsers, which can aid communication and interaction. The inclusion of these visual, verbal and written elements into audio-graphic conferencing means that the tools become multi-modal environments which provide opportunities for language learners to interact with a tutor, other learners or with native speakers in the target language. This collaborative learning environment affords relationships between learner/learner or tutor/ learner which fit the principles of social constructivism, where learning occurs through interaction: audio-graphic SCMC “is an ideal medium for collaborative learning through social interaction both with tutors and with peers” (Hampel & Hauck, 2004, p. 68)

Summary

Introduction

“ T eaching in electronic and distance learning environments opens up a whole new range of roles and relationships. One of the first findings of the research into audio-graphic environments was that tutors needed to adapt their teaching style to the learning environment to take into account the delay in response time, and other limitations of the medium (Kötter, Rodine, & Shield, 1999).

Results

Conclusion