H. Yoshida

Tokoha Gakuen University (JAPAN)
The purpose of this study is to identify the impact of online tutoring in blended learning in-service training. The participants were 35 social education directors who took a blended learning in-service training course. The subjects of the course were: 1) Educational administration for the promotion of lifelong learning, 2) The roles of social education directors, and 3) Planning and evaluation in the field of social education. Management of the blended learning course was helped by 10 online tutors. Before taking the course, participants completed a questionnaire on their anxiety in e-learning. During the course, firstly, participants studied via the Internet by using asynchronous video lectures. During the online session, tutors explained the participants how and what to study, gave them technical support, and advised them about the learning contents. Next, participants undertook classroom training. During the classroom session, tutors facilitated creative conversation. Lastly, participants completed a report, and talked with their tutors and colleagues online about what they learned through the blended learning course. All of the participants’ and tutors’ comments were stored online. After the course, the participants answered questionnaires on their expectations for tutors, and their anxiety in e-learning. Results of the study reveal that many participants of the blended learning in-service training course expect online tutors to play the role of online facilitators and managers. However, relatively few participants expect online tutors to act as a technical supporter. Moreover, the online tutors’ roles had a positive effect on decreasing the participants’ anxiety in e-learning.