Blended tutoring: An exploration of tutor emotional competences valued by learners in a higher education context

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This paper reports on research into the emotional competences that mature higher education (HE) students, working in blended learning contexts and studying part-time (PT), vocationally relevant, degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Goleman’s (2001) ‘Framework of Emotional Competences’ provided an initial structure but, after analysis, some competences were rejected and others were added. The paper suggests that a new group of competences are required that could support effective blended tutoring for mature learners as well as the recruitment and selection of tutors.
Original languageEnglish
Title of host publicationINTED2015 Proceedings
PublisherIATED Academy
Number of pages10
ISBN (Electronic)9788460657637
Publication statusPublished - 4 Mar 2015
Event9th International Technology, Education and Development Conference - Madrid, Spain
Duration: 2 Mar 20154 Mar 2015
Conference number: 9 (Link to Conference Programme)


Conference9th International Technology, Education and Development Conference
Abbreviated titleINTED2015
Internet address


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