About this paper

Appears in:
Pages: 1552-1561
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0499

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

I DON’T NEED PEER-SUPPORT: EFFECTIVE TUTORING IN BLENDED LEARNING ENVIRONMENTS FOR LEARNERS STUDYING VOCATIONALLY ORIENTATED DEGREES

A. Youde

The University of Huddersfield (UNITED KINGDOM)
This paper proposes a module approach to teaching, learning, assessment and support for learners undertaking part-time, vocational degrees. Constructivist models of e-learning predominantly promote opportunities for peer interaction within formal university learning environments. Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences. This research proposes an alternative approach for a social media rich external environment. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from two principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. The research is based at a ‘post 1992’ university in the north of England with the School of Education. Analysis of modules suggested limited peer-to-peer interaction with tutors noting the difficulties promoting engagement within formal learning environments. The paper argues that Individual Constructivist Approaches (Mayes & de Freitas, 2007) were favoured by learners within the formal course confines, with a need for tutors to promote a simple module structure focussed around assessment that creates 'space' for learning. In today’s social media rich society these findings could aid course design for similar contexts and learners. Further, it could support tutors in online and blended environments to design and deliver modules.
@InProceedings{YOUDE2017IDO,
author = {Youde, A.},
title = {I DON’T NEED PEER-SUPPORT: EFFECTIVE TUTORING IN BLENDED LEARNING ENVIRONMENTS FOR LEARNERS STUDYING VOCATIONALLY ORIENTATED DEGREES},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0499},
url = {http://dx.doi.org/10.21125/inted.2017.0499},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {1552-1561}}
TY - CONF
AU - A. Youde
TI - I DON’T NEED PEER-SUPPORT: EFFECTIVE TUTORING IN BLENDED LEARNING ENVIRONMENTS FOR LEARNERS STUDYING VOCATIONALLY ORIENTATED DEGREES
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0499
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 1552
EP - 1561
ER -
A. Youde (2017) I DON’T NEED PEER-SUPPORT: EFFECTIVE TUTORING IN BLENDED LEARNING ENVIRONMENTS FOR LEARNERS STUDYING VOCATIONALLY ORIENTATED DEGREES, INTED2017 Proceedings, pp. 1552-1561.
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