What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study
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.
Year of publication: |
2016
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Authors: | Walter, Cvetanka |
Published in: |
International Journal of Mobile and Blended Learning (IJMBL). - IGI Global, ISSN 1941-8655, ZDB-ID 2614006-8. - Vol. 8.2016, 1 (01.01.), p. 18-33
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Publisher: |
IGI Global |
Subject: | Blended Learning | Language Teaching | Online Tutor | Perceptions | Phenomenography |
Saved in:
Online Resource
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