Published on Feb 25, 2016
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E-tutoring can be defined as teaching, support, management and assessment of students on programmers of study that involve a significant use of online technologies (TechLearn, 2000). Thus, at first glance, e-tutoring is only different to tutoring in terms of the involvement of technology.
Herein, however, are contained vital differences in terms of time, distance and the specific technologies adopted, and these all have implications for teaching staff. The capabilities required can be quite different to face-to-face teaching both in terms of integrating appropriate forms of technology into learning activities and in managing and supporting students' learning online.
This guidance note is aimed at teaching staff involved in designing and delivering online learning. There are unfortunately few "quick tips and tricks" for being an effective e-tutor. The purpose of this guide is to assist lecturers in identifying the main challenges of e-tutoring and to consider the kinds of skills and capabilities that being an effective e-tutor might require.
Awareness of the distinctive considerations for e-tutoring coupled with a reflective approach to one's own practice, should equip teaching staff with a useful set of principles for designing and delivering teaching online. Opportunities and support at Warwick for developing online learning and teaching are also outlined and further guidance resources provided.
The core skills of a good tutor are unlikely to change with a different delivery method. The list below (expanded in the Effective Online Tutoring Guidelines, 2002) offers some of the broad skills for e-tutoring:
familiarity with the structure of the course
ability to deploy resources effectively
good relationships with learners
ability to communicate
a flexible approach.