Blended learning and online tutoring: planning learner support and activity design
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Aldershot [u.a.]
Gower
2008
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke Includes bibliographical references and index |
| Beschreibung: | XIV, 203 S. |
| ISBN: | 9780566088414 |
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| 250 | |a 2. ed. | ||
| 264 | 1 | |a Aldershot [u.a.] |b Gower |c 2008 | |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Blended learning |v Case studies | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
List of Figures
ίχ
List of Tables
xi
Acknowledgements
xiii
Preface to Second Edition
xv
1
Introduction
1
Distance technologies: potential and pitfalls
1
Blended learning and blended teaching strategies
2
What this book contains
4
Who this book is for
5
A personal reflection
6
PART I APPROACHES TO BLENDED LEARNING
2
Tutor-Mediated Support: Reflecting on Present Practice
11
The SOLACE project
11
Blending support strategies
12
Supporting the group
15
Supporting the individual student
16
Convergence of campus-based and distance contexts
17
Summarising contact with groups and individuals
18
In summary
20
3
Tutors Perceptions of Effective Intervention
21
What makes for good quality?
21
Intervention quality and media choice
26
Which qualities do you value?
28
In summary
30
vi
BLENDED LEARNING AND ONLINE TUTORING
Blended Learning and Pragmatism
31
A survey of current practice
31
Common components of blended learning
33
The teaching and learning environment
34
In summary
43
Blended Learning and Pedagogy
45
The contribution of asynchronous support
45
The contribution of face-to-face support
47
Pedagogy meets pragmatism
51
In summary
52
PART II ONLINE TUTORING
6
Supporting Students Using Asynchronous Tools:
Forums, Wikis and Blogs
57
What tools are available?
57
Models of asynchronous support
58
Group size
59
Summarising the options for asynchronous support
75
Not working well?
75
In summary
77
7
Handy Techniques for Moderators:
Online Asynchronous Groups
79
General techniques
79
Techniques for particular tools
83
8
Supporting Students Using Synchronous Tools:
Chat, Audio Conferencing and the Rest
89
What tools are available?
89
Models of synchronous support
92
In summary
100
9
Handy Techniques for Moderators: Online Synchronous
Groups
103
General techniques
103
Techniques for particular tools
105
CONTENTS
vu
PART III DEVELOPING INDEPENDENT LEARNERS:
ACTIVITY DESIGN
10
The Experience of Blended Learning 111
What are the practical implications?
111
What makes a competent online learner?
114
Does online learning suit all students?
118
In summary
120
11
Course Design for Blended Learning
123
Keeping students on course and in tune
123
Constructive alignment and learning design
128
The roles of assessment
130
In summary
133
12
Developing E-Investigators
135
Advantages of electronic resources
135
How do students come to be e-investigators?
136
Deciding on relevance
140
Searching for information
140
Using resources appropriately
143
In summary
147
13
Developing E-Writers
149
Writing to understand: note-taking
149
Writing assignments
153
Practising for exam writing
15 8
Collaborative writing
159
In summary
160
14
Developing E-Communicators and Collaborators
161
What is involved in online communication?
161
Starting off
162
Online collaborative learning
164
In summary
174
15
Staff Development for Blended Learning
172
Practical considerations for tutors
177
Practical considerations for staff developers
178
Viii
BLENDED LEARNING AND ONLINE TUTORING
Approaches to staff development
180
In summary
166
Appendix
1
Blended Learning Case Studies
189
Bibliography
193
Index
199
LIST OF FIGURES
Figure
4.1
Components of blended learning
34
Figure
6.1
Use of a wiki for alumni support on an Open University
course
73
Figure
8.1
Online synchronous tools for teaching languages
95
Figure
8.2
Librarians On Call. The library runs a help service for
enquirers using text chat
99
Figure
10.1
The learner s experience of e-learning
113
Figure
11.1
Example learning contract
127
LIST OF TABLES
Table
2.1
Table
2.2
Table
2.3
Table
3.1
Table
3.2
Table
3.3
Table
4.1
Table
6.1
Table
6.2
Table
6.3
Table
8.1
Table
10.1
Table
11.1
Table
12.1
Table
15.1
SOLACE log showing a week s activities with tutorial
group A
13
SOLACE log showing a week s activities with tutorial
group
В
14
Summarising contact with groups and individuals
18
Comparing media and communication
27
Your views on quality in intervention
28
Choosing appropriate media
30
Pragmatic concerns on the adoption of blended learning
41
The functions of asynchronous tools
58
Small group activities and appropriate tools
61
Models of asynchronous support
76
The functions of synchronous tools
90
Orientations to study
118
An example of a study schedule
126
Plagiarism. Summary of good practice recommendations
145
Categories of online staff forum
185
|
| adam_txt |
CONTENTS
List of Figures
ίχ
List of Tables
xi
Acknowledgements
xiii
Preface to Second Edition
xv
1
Introduction
1
Distance technologies: potential and pitfalls
1
Blended learning and blended teaching strategies
2
What this book contains
4
Who this book is for
5
A personal reflection
6
PART I APPROACHES TO BLENDED LEARNING
2
Tutor-Mediated Support: Reflecting on Present Practice
11
The SOLACE project
11
Blending support strategies
12
Supporting the group
15
Supporting the individual student
16
Convergence of campus-based and distance contexts
17
Summarising contact with groups and individuals
18
In summary
20
3
Tutors'Perceptions of Effective Intervention
21
What makes for good quality?
21
Intervention quality and media choice
26
Which qualities do you value?
28
In summary
30
vi
BLENDED LEARNING AND ONLINE TUTORING
Blended Learning and Pragmatism
31
A survey of current practice
31
Common components of blended learning
33
The teaching and learning environment
34
In summary
43
Blended Learning and Pedagogy
45
The contribution of asynchronous support
45
The contribution of face-to-face support
47
Pedagogy meets pragmatism
51
In summary
52
PART II ONLINE TUTORING
6
Supporting Students Using Asynchronous Tools:
Forums, Wikis and Blogs
57
What tools are available?
57
Models of asynchronous support
58
Group size
59
Summarising the options for asynchronous support
75
Not working well?
75
In summary
77
7
Handy Techniques for Moderators:
Online Asynchronous Groups
79
General techniques
79
Techniques for particular tools
83
8
Supporting Students Using Synchronous Tools:
Chat, Audio Conferencing and the Rest
89
What tools are available?
89
Models of synchronous support
92
In summary
100
9
Handy Techniques for Moderators: Online Synchronous
Groups
103
General techniques
103
Techniques for particular tools
105
CONTENTS
vu
PART III DEVELOPING INDEPENDENT LEARNERS:
ACTIVITY DESIGN
10
The Experience of Blended Learning 111
What are the practical implications?
111
What makes a competent online learner?
114
Does online learning suit all students?
118
In summary
120
11
Course Design for Blended Learning
123
Keeping students on course and in tune
123
Constructive alignment and learning design
128
The roles of assessment
130
In summary
133
12
Developing E-Investigators
135
Advantages of electronic resources
135
How do students come to be e-investigators?
136
Deciding on relevance
140
Searching for information
140
Using resources appropriately
143
In summary
147
13
Developing E-Writers
149
Writing to understand: note-taking
149
Writing assignments
153
Practising for exam writing
15 8
Collaborative writing
159
In summary
160
14
Developing E-Communicators and Collaborators
161
What is involved in online communication?
161
Starting off
162
Online collaborative learning
164
In summary
174
15
Staff Development for Blended Learning
172
Practical considerations for tutors
177
Practical considerations for staff developers
178
Viii
BLENDED LEARNING AND ONLINE TUTORING
Approaches to staff development
180
In summary
166
Appendix
1
Blended Learning Case Studies
189
Bibliography
193
Index
199
LIST OF FIGURES
Figure
4.1
Components of blended learning
34
Figure
6.1
Use of a wiki for alumni support on an Open University
course
73
Figure
8.1
Online synchronous tools for teaching languages
95
Figure
8.2
Librarians On Call. The library runs a help service for
enquirers using text chat
99
Figure
10.1
The learner's experience of e-learning
113
Figure
11.1
Example learning contract
127
LIST OF TABLES
Table
2.1
Table
2.2
Table
2.3
Table
3.1
Table
3.2
Table
3.3
Table
4.1
Table
6.1
Table
6.2
Table
6.3
Table
8.1
Table
10.1
Table
11.1
Table
12.1
Table
15.1
SOLACE log showing a week's activities with tutorial
group A
13
SOLACE log showing a week's activities with tutorial
group
В
14
Summarising contact with groups and individuals
18
Comparing media and communication
27
Your views on quality in intervention
28
Choosing appropriate media
30
Pragmatic concerns on the adoption of blended learning
41
The functions of asynchronous tools
58
Small group activities and appropriate tools
61
Models of asynchronous support
76
The functions of synchronous tools
90
Orientations to study
118
An example of a study schedule
126
Plagiarism. Summary of good practice recommendations
145
Categories of online staff forum
185 |
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| spelling | Macdonald, Janet Verfasser aut Blended learning and online tutoring planning learner support and activity design Janet MacDonald 2. ed. Aldershot [u.a.] Gower 2008 XIV, 203 S. txt rdacontent n rdamedia nc rdacarrier Hier auch später erschienene, unveränderte Nachdrucke Includes bibliographical references and index Blended learning Blended learning Case studies Education, Higher Computer-assisted instruction Internet in higher education Hochschuldidaktik (DE-588)4025226-7 gnd rswk-swf Integriertes Lernen (DE-588)1044874414 gnd rswk-swf (DE-588)4522595-3 Fallstudiensammlung gnd-content Hochschuldidaktik (DE-588)4025226-7 s Integriertes Lernen (DE-588)1044874414 s DE-604 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016502717&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Macdonald, Janet Blended learning and online tutoring planning learner support and activity design Blended learning Blended learning Case studies Education, Higher Computer-assisted instruction Internet in higher education Hochschuldidaktik (DE-588)4025226-7 gnd Integriertes Lernen (DE-588)1044874414 gnd |
| subject_GND | (DE-588)4025226-7 (DE-588)1044874414 (DE-588)4522595-3 |
| title | Blended learning and online tutoring planning learner support and activity design |
| title_auth | Blended learning and online tutoring planning learner support and activity design |
| title_exact_search | Blended learning and online tutoring planning learner support and activity design |
| title_exact_search_txtP | Blended learning and online tutoring planning learner support and activity design |
| title_full | Blended learning and online tutoring planning learner support and activity design Janet MacDonald |
| title_fullStr | Blended learning and online tutoring planning learner support and activity design Janet MacDonald |
| title_full_unstemmed | Blended learning and online tutoring planning learner support and activity design Janet MacDonald |
| title_short | Blended learning and online tutoring |
| title_sort | blended learning and online tutoring planning learner support and activity design |
| title_sub | planning learner support and activity design |
| topic | Blended learning Blended learning Case studies Education, Higher Computer-assisted instruction Internet in higher education Hochschuldidaktik (DE-588)4025226-7 gnd Integriertes Lernen (DE-588)1044874414 gnd |
| topic_facet | Blended learning Blended learning Case studies Education, Higher Computer-assisted instruction Internet in higher education Hochschuldidaktik Integriertes Lernen Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016502717&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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