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ERIC Number: EJ1108569
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1941-8647
What Are Tutors' Experiences with Online Teaching? A Phenomenographic Study
Walter, Cvetanka
International Journal of Mobile and Blended Learning, v8 n1 p18-33 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A