Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/8672
Título: Designing an e-tutoring system for large classes: mixed-method research
Autor: Jorge, Idalina
Santos, Óscar
Palavras-chave: B-learning
E-tutoring
Teacher training
Data: 2013
Editora: European Distance and E-Learning Network
Citação: The Joy of Learning: Enhancing Learning Experience - Improving Learning Quality: Proceedings of the European Distance and E-Learning Network 2013 Annual Conference, Oslo, 12-15 June, 2013
Resumo: This study aimed at assessing the perceptions of 167 teachers about the tutoring system adopted in an online training course involving teachers from 20 Schools of Sesimbra, Setúbal and Palmela counties. The course, called “Distributed Knowledge with Web 2.0”, was officially certified as a blended learning modality, with the duration of 50 hours, 41 of which occurred online in two editions, the first in February and the second in July of 2012, each one of them involving respectively 82 and 85 teachers, divided in four classes with about 20 trainees each. This blended learning course was designed at producing educational materials in digital format, and included autonomous and group activities, knowledge sharing and reflection. A learning environment, supported by the Ning platform, was set up. At the end of the course, the trainees answered to a pencil and paper survey, in order to evaluate the adopted online tutoring strategy. Additionally the trainees’ final reports contained evidence of how the trainees assessed the tutoring model component of the course; both the survey and the reports were the basis for this research. The results show that the teachers who attended the two course editions disclosed very positive perceptions about online learning, a modality they consider adequate to their current professional status and conditions. The trainees also showed their intention of, in the future, opting for blended training arrangements. Future developments of this study involve a content analysis of the tutor’s posts, in order to understand more accurately the tutor’s messages characteristics, in their social and cognitive dimensions.
Peer review: yes
URI: http://hdl.handle.net/10451/8672
ISBN: 978-963-89559-3-7
Aparece nas colecções:IE - GIETS - Comunicações e Conferências

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