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The uniqueness of Teacher Educators as Online tutors: What teacher professionalism means online.
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, Queen's University Belfast, United Kingdom ; , University of West Scotland, United Kingdom ; , Institute of Child Education and Psychology, Ireland

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research used Salmon’s (2003) competence model for e-moderators as a framework for defining the role of the online tutor. By investigating the unique ways in which teacher educators utilise technology to create learning environments and support student learning and participation, two additional qualities needed by online tutors emerged from the study. A mixed methods approach was used to garner an overall picture of online teacher educators through the use of a survey before detailed follow-up interviews provided an insight into the individual nuances of individuals working online. The findings indicate that there has been limited transition to web 2.0 pedagogies, resulting in limited use being made of the interactive and collaborative features of VLEs. Assessment methods remain conventional written assignments and reflective journals with minimal use of online tests, e-portfolios and peer assessment. Reasons for the lack of use of modern online pedagogies were revealed through the interviews.

Citation

Cowan, P., Neil, P. & Winter, E. (2012). The uniqueness of Teacher Educators as Online tutors: What teacher professionalism means online. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2561-2570). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 3, 2021 from .

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