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ERIC Number: ED543275
Record Type: Non-Journal
Publication Date: 2013-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-2147-611X
A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?
Chuang, Hsueh-Hua
Online Submission, International Journal of Education in Mathematics, Science and Technology v1 n2 p75-82 Apr 2013
This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for e-tutors to maximise the benefits of the designed online tutoring environments. (Contains 1 figure and 1 table.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan