Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications

Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications

• Ng, Kwok Chi Open University of Hong Kong

International Review of Research in Open and Distance Learning, 8(1), 1-15, 2007

Athabasca University

2007

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

Foreign Countries Tutors Open Universities Online Courses Distance Education Interaction Computer Mediated Communication Interviews Computer Assisted Instruction Student Participation Educational Environment College Students Teacher Role Student Role Programmed Tutoring Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students' and tutors' views on the use of the system. Issues concerning students' participation in online tutorials, opportunities for interaction in using the system, and tutors' roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
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• English

Journal Articles

• 14923831

https://bibliography.lib.eduhk.hk/bibs/39692b4c

2010-09-27