Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
Continuous Research and Development Partnership in Engineering Education Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

Role of the Online Tutor in Establishing Social Presence in Asynchronous Text-Based Collaborative Learning Environments

verfasst von : Aleksandra Lazareva

Erschienen in: Interactive Collaborative Learning

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

The main objective of this paper is to provide a better understanding of the online tutor’s role in establishing and maintaining the feeling of social presence among the participants in asynchronous text-based collaborative learning environments. The context of the study is a distributed online course involving groups of participants who do not have a shared history of working together. The data were collected from a student survey and follow-up interviews. The study shows how the online tutor’s facilitation in such environments is crucial, and several practical implications for online tutors are presented. In addition, complementing the asynchronous text-based learning platform with synchronous tutor-facilitated meetings is beneficial for learners in terms of building common ground, receiving instant feedback from the tutor and engaging in more off-task interactions.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Team-Based Projects and Peer Assessment. IT Works!
Nächstes Kapitel 3D Real-Time Collaborative Environment to Learn Teamwork and Non-technical Skills in the Operating Room
Literatur
1.
Sung, E., Mayer, R.E.: Five facets of social presence in online distance education. Comput. Hum. Behav. 19, 1738–1747 (2012)CrossRef
2.
Gunawardena, C.N.: Social presence theory and implications for interaction and collaborative learning in computer conferences. Int. J. Educ. Telecommun. 1, 147–166 (1995)
3.
Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High. Educ. 2, 87–105 (2000)CrossRef
4.
Franceschi, K., Lee, R.M., Zanakis, S.H., Hinds, D.: Engaging group e-learning in virtual worlds. J. Manage. Inf. Syst. 26, 73–100 (2009)CrossRef
5.
Remesal, A., Colomina, R.: Social presence and online collaborative small group work: a socioconstructivist account. Comput. Educ. 60, 357–367 (2013)CrossRef
6.
Denis, B., Watland, P., Pirotte, S., Verday, N.: Roles and competencies of the e-tutor. In: Networked Learning Conference, vol. 4, pp. 5–7 (2004)
7.
Kopp, B., Matteucci, M.C., Tomasetto, C.: E-tutorial support for collaborative online learning: an explorative study on experienced and inexperienced e-tutors. Comput. Educ. 58, 12–20 (2012)CrossRef
8.
Goold, A., Coldwell, J., Craig, A.: An examination of the role of the e-tutor. Australas. J. Educ. Technol. 26, 704–716 (2010)CrossRef
9.
Berge, Z.L.: Facilitating computer conferencing: recommendations from the field. Educ. Technol. 35, 22–30 (1995)
10.
Kreijns, K., Kirschner, P.A., Jochems, W.: Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Comput. Hum. Behav. 19, 335–353 (2003)CrossRef
11.
Hutchby, I.: Technologies, texts and affordances. Sociology 35, 441–456 (2001)CrossRef
12.
Jeong, H., Hmelo-Silver, C.E.: Seven affordances of computer-supported collaborative learning: how to support collaborative learning? How can technologies help? Educ. Psychol. 51, 247–265 (2016)CrossRef
13.
Bower, M.: Affordance analysis – matching learning tasks with learning technologies. Educ. Media Int. 45, 3–15 (2008)CrossRef
14.
Popov, V., Noroozi, O., Barrett, J.B., Biemans, H.J.A., Slof, B., Mulder, M.: Perceptions and experiences of, and outcomes for, university students in culturally diversified dyads in a computer-supported collaborative learning environment. Comput. Hum. Behav. 32, 186–200 (2014)CrossRef
15.
Serçe, F.C., Swigger, K., Alpaslan, F.N., Brazile, R., Dafoulas, G., Lopez, V.: Online collaboration: collaborative behavior patterns and factors affecting globally distributed team performance. Comput. Hum. Behav. 27, 490–503 (2011)CrossRef
16.
Sarker, S., Sahay, S.: Implications of space and time for distributed work: an interpretive study of US-Norwegian systems development teams. Eur. J. Inf. Syst. 13, 3–20 (2004)CrossRef
17.
Massey, A.P., Montoya-Weiss, M.M., Hung, Y.-T.: Because time matters: temporal coordination in global virtual project teams. J. Manage. Inf. Syst. 19, 129–155 (2003)
18.
Engelmann, T., Dehler, J., Bodemer, D., Buder, J.: Knowledge awareness in CSCL: a psychological perspective. Comput. Hum. Behav. 25, 949–960 (2009)CrossRef
19.
Munkvold, B.E., Zigurs, I.: Process and technology challenges in swift-starting virtual teams. Inf. Manag. 44, 287–299 (2007)CrossRef
20.
Dekker, R., Elshout-Mohr, M.: Teacher interventions aimed at mathematical level raising during collaborative learning. Educ. Stud. Math. 56, 39–65 (2004)CrossRef
21.
Dorn, B., Schroeder, L.B., Stankiewicz, A.: Piloting TrACE: exploring spatiotemporal anchored collaboration in asynchronous learning. In: Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, pp. 393–403 (2015)
22.
Yoo, Y., Alavi, M.: Media and group cohesion: relative influences on social presence, task participation, and group consensus. MIS Q. 25, 371–390 (2001)CrossRef
23.
Dekker, D.M., Rutte, C.G., Van den Berg, P.T.: Cultural differences in the perception of critical interaction behaviors in global virtual teams. Int. J. Intercultural Relat. 32, 441–452 (2008)CrossRef
24.
Lim, J., Liu, Y.: The role of cultural diversity and leadership in computer-supported collaborative learning: a content analysis. Inf. Softw. Technol. 48, 142–153 (2006)CrossRef
25.
Popov, V., Biemans, H.J., Kuznetsov, A.N., Mulder, M.: Use of an interculturally enriched collaboration script in computer-supported collaborative learning in higher education. Technol. Pedagogy Educ. 23, 349–374 (2014)CrossRef
Metadaten
Titel
Role of the Online Tutor in Establishing Social Presence in Asynchronous Text-Based Collaborative Learning Environments
verfasst von
Aleksandra Lazareva
Copyright-Jahr
2017
Buch
Interactive Collaborative Learning

Print ISBN: 978-3-319-50336-3

Electronic ISBN: 978-3-319-50337-0

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-3-319-50337-0_11

Premium Partner

    Bildnachweise