I don't need peer-support: effective tutoring in blended learning environments for learners studying vocationally orientated degrees

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

Abstract

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, online 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 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; 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 tutors’ modules suggested limited online peer-to-peer interaction with them noting the difficulties promoting engagement. The paper argues that ‘Individual Constructivist Approaches’ were favoured by learners within the formal course confines, with a need for tutors to promote a simple module structure focused 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.
LanguageEnglish
Title of host publicationINTED 2017 Proceedings
Subtitle of host publication11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017
EditorsL. Gómez Chova, A. López Martínez, I. Candel Torres
PublisherIATED Academy
Pages1552-1561
ISBN (Electronic)9788461784912
DOIs
Publication statusPublished - Mar 2017
Event11th Annual International Technology, Education and Development Conference - Valencia, Spain
Duration: 6 Mar 20178 Mar 2017
Conference number: 11
http://www.wikicfp.com/cfp/servlet/event.showcfp?eventid=56884&copyownerid=25943 (Link to Conference Details )

Publication series

NameINTED Proceedings
ISSN (Print)2340-1079

Conference

Conference11th Annual International Technology, Education and Development Conference
Abbreviated titleINTED2017
CountrySpain
CityValencia
Period6/03/178/03/17
Internet address

Fingerprint

Blended Learning
tutor
learning environment
social media
media society
learning
university
social learning
interaction
electronic learning
communications
experience
Teaching
interview
school
education

Cite this

Youde, A. (2017). I don't need peer-support: effective tutoring in blended learning environments for learners studying vocationally orientated degrees. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED 2017 Proceedings: 11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017 (pp. 1552-1561). (INTED Proceedings). IATED Academy. https://doi.org/10.21125/inted.2017.0499
Youde, Andrew. / I don't need peer-support : effective tutoring in blended learning environments for learners studying vocationally orientated degrees. INTED 2017 Proceedings: 11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017. editor / L. Gómez Chova ; A. López Martínez ; I. Candel Torres. IATED Academy, 2017. pp. 1552-1561 (INTED Proceedings).
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abstract = "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, online 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 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; 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 tutors’ modules suggested limited online peer-to-peer interaction with them noting the difficulties promoting engagement. The paper argues that ‘Individual Constructivist Approaches’ were favoured by learners within the formal course confines, with a need for tutors to promote a simple module structure focused 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.",
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Youde, A 2017, I don't need peer-support: effective tutoring in blended learning environments for learners studying vocationally orientated degrees. in L Gómez Chova, A López Martínez & I Candel Torres (eds), INTED 2017 Proceedings: 11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017. INTED Proceedings, IATED Academy, pp. 1552-1561, 11th Annual International Technology, Education and Development Conference, Valencia, Spain, 6/03/17. https://doi.org/10.21125/inted.2017.0499

I don't need peer-support : effective tutoring in blended learning environments for learners studying vocationally orientated degrees. / Youde, Andrew.

INTED 2017 Proceedings: 11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017. ed. / L. Gómez Chova; A. López Martínez; I. Candel Torres. IATED Academy, 2017. p. 1552-1561 (INTED Proceedings).

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

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AB - 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, online 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 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; 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 tutors’ modules suggested limited online peer-to-peer interaction with them noting the difficulties promoting engagement. The paper argues that ‘Individual Constructivist Approaches’ were favoured by learners within the formal course confines, with a need for tutors to promote a simple module structure focused 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.

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Youde A. I don't need peer-support: effective tutoring in blended learning environments for learners studying vocationally orientated degrees. In Gómez Chova L, López Martínez A, Candel Torres I, editors, INTED 2017 Proceedings: 11th International Technology, Education and Development Conference Valencia, Spain. 6-8 March, 2017. IATED Academy. 2017. p. 1552-1561. (INTED Proceedings). https://doi.org/10.21125/inted.2017.0499