ATP Online Conference (This module is reprised from July 2005) Christa Ehmann, PhD.

ATP Online Conference(This module is reprised from July 2005)

Christa Ehmann, PhD

I. Discuss the qualities of online tutoring◦ Synchronous and asynchronous modalities◦ Pedagogical strategies for each modality

II. Present a justification for tutor training for online environments

III.Review lessons learned from the experience of training online tutors, and introduce a learner-centered online training program that can be adapted to various institutional contexts

IV.Present areas for future research and development for online training and tutoring.

Christa Ehmann © 2005

I. Online TutoringII. Justification of Online TrainingIII. Learning Centered Online TrainingIV. Future Research and Development


Online learning is not a silver bullet for education.

It’s another tool in a large toolbox that we use to make learning more accessible to a more diverse population of learners.

It’s a mode of instruction to which many pedagogical principles can be applied.


Technology◦ Whiteboard

Pedagogy◦ Active use of pertinent questions to engage

students in conversation◦ Problem-based approaches to engage students


Use text supported by non-linear diagrams, mapping, and clustering.

Develop clutter-free visual representations. Use clear and simple prose. Model organized approaches to help students

undertake tasks. Provide opportunities for reflection during and

after sessions (via archives). Frame the discussion affectively with background

information, feelings, humor and empathy. Translate emotional reactions and nonverbal

actions into text and use phatic language.


Technology◦ Whiteboard◦ Email◦ Document exchange

Pedagogy◦ Global and embedded commentary on student

writing◦ Promotion of collaborative thought and discussion

via questions and commentary, drafting and revision.


Personalized greeting Appropriate praise Overview of higher level comments Embedded comments within text Modeling of corrections Summary of “next steps”


Online learning is distinctive from face-to-face teaching and learning. Tutor training, therefore, is essential. (Ehmann 2001)

Case study experience suggests that there are few straightforward transitions from face-to-face contexts to online contexts. (Ehmann 2001)

Training programs for tutors who will work in online environments need to highlight and take account of contextual differences, yet remain adaptive to adjustments and advancements with technology. (Ehmann 2001, Hewett and Ehmann 2004, Ehmann and Hewett 2005)


Immerse individuals in the online environment and carry out all training activities online.

All training occurs in the medium and mode in which the tutoring activity will be carried out.

Creating opportunities for individuals to determine the appropriate “fit” online.


Strong face-to-face tutors do not necessarily make strong online tutors. Similarly, weak face-to-face tutors do not necessarily make weak online tutors.

Development of initial online screening exercises that reflect the work tutors are likely to encounter during the course of a term, if hired, are essential to determine tutor qualities.

Rigorous selection processes for all online tutor candidates promote a systematic foray into online tutoring—where both tutor and supervisor can assess skills and abilities.


Create opportunities for mentor relationships between new trainees and veteran tutors, to include online role-playing exercises (one-to-one).

Support individualization if trainee needs more attention or less attention on particular areas (i.e. technology training, content review).

In doing so, relationship models strong tutor-tutee interaction in which a tutor must modulate his/her facilitation and direction to tutee needs.


Create a “facilitator” network (Renwick 2000) by establishing online opportunities to communicate and work “in connection” (Ehmann and Hewett 2005) with fellow trainees and veteran tutors:◦ Listserv mechanisms◦ Live, informal chats◦ Group chats about challenges, strengths, weakness

in the online environment. Building such mechanisms into a training

program, establishes a norm of online communication and collaboration that all tutors will need when working with actual students.


WHAT?Process

PerspectivesOutcomes

Operations/Efficiency


WHO?

Tutor

Student

Administrator

Professor

HOW?

Observation

Qualitative Rubrics

Quantitative Rubrics

Surveys

Combination

Begin Synchronous Training Process


Asynchronous Training not Completed

Satisfactorily

Retrain or End

Training

Asynchronous Training

Completed Satisfactorily

End Asynchronous

Training

Start Training

Begin Asynchronous

Training Process

Professional Development Opportunities

Synchronous Training not Completed

Satisfactorily

Retrain or End

Training

The training program can be designed to investigate processes and accommodate new discoveries.

The training program has two spiraled layers of observation, reflection, and action at the individual and programmatic levels.

New tutors are, therefore, “trainees” as well as “collaborators.”

The program undergoes constant change and adaptation based on the experiences of the participants involved.


Build into the training program, opportunities to gather feedback from trainee participants through the use of:◦ Questionnaires◦ Meta-cognitive activities◦ Synchronous or asynchronous discussions◦ Telephone interviews

Revise training systematically and according to participant experience and specifications, as appropriate.


Preparing Educators for Online Writing Instruction: Principles and Processes. Hewett, Beth L. and Christa Ehmann. National Council of Teachers of English, 2004, Urbana, Illinois.

Teaching Writing With Computers: An Introduction. Eds. Pamela Takayoshi and Brian Huot. Houghton Mifflin, 2003, New York.

CoverWeb [Issues in New Media]. Ball, Cheryl and Beth Hewett. Kairos. Retrieved June 1, 2003 from: http://english.ttu.edu/kairos/8.1/coverweb.html.

Technology Enhanced Learning: Opportunities for Change. Goodman, Paul S., Ed. Earlbaum, 2001, Mahwah, NJ.

Theoretical Foundations of Learning Environments. D. Jonassen & S. Land (Eds.), Lawrence Erlbaum Associates, 2000, London.

Taking Flight with OWLs: Examining Electronic Writing Center Work. J. Inman & D. Sewell (Eds.), Lawrence Erlbaum Associates, 2000, London.

The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom. K. White & B. Weight (Eds.), Allyn and Bacon, 2000.

Boston.


Ehmann, Christa. A Study of Peer Tutoring In Higher Education. A Dissertation submitted in partial fulfillment for the Degree of Doctor of Philosophy in Educational Studies, Oxford University, England. October, 2004.

Ehmann, Christa. “Exploring New Territory: Developing a Research Agenda for Online Tutoring and Instruction.” Journal of the National Tutoring Association - Inaugural Edition (Spring 2001): pp 69-86.

Ehmann, Christa and Beth L. Hewett. “Designing a Principles-Based Online Training Program For Instructors”. Distance Learning. Spring 2005, 2:2: pp 57-61.

Hewett, Beth L., and Christa Ehmann. Preparing Educators for Online Writing Instruction: Principles and Processes. Urbana, IL: National Council of Teachers of English, 2004.

Knowles, Malcolm. The Adult Learner: A Neglected Species. 4th ed. Houston: Gulf, 1990.

Ehmann, Christa and Kelly McVearry. “Training Online Tutors: Three Challenges, Three Solutions, and Voices from the Other Side of the Whiteboard.” Society for Information Technology and Teacher Education (SITE), Orlando, FL. March 2001.

Twigg, Carol. “Improving Learning and Reducing Costs: New Models for Online Learning.” Educause. September/October 2003: pp29-39.


What is the mission of your program? What technology will you use? What subjects will you tutor? How will this tutoring be implemented with

the face to face classroom (if at all)? What strategies will you employ to train

your tutors?


Christa Ehmann, Ph.D.SMARTHINKING.com

Vice President, EducationPhone: 202-543-5034 [email protected]


ATP Online Conference (This module is reprised from July 2005) Christa Ehmann, PhD.

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