Spheres of Influence: Ventures and Visions in Educational Development*

3-6 July, 2002
The University of Western Australia
Perth, Western Australia

Abstract

Tutor training for computer-supported and face-to-face learning in groups: Experiences and ideas!

Kirsten Hofgaard Lycke, University of Norway, Norway
Helge Strømsø, University of Norway, Norway
Per Grøttum, University of Norway, Norway

In spring 2001 a study was made of the interactions of 8 groups of medical students and their tutors in two learning contexts: face-to-face and computer-supported. There were four meetings of each kind. The meetings were recorded electronically and by video and analysed to identify the tutors role in the groups. The students filled in a questionnaire at the beginning and the end of the term that included questions about their expectations of their tutors. Furthermore the tutors were interviews about their role in the two contexts and important issues that arose from the experience. Special attention was directed at their introduction to net-based tutoring and opinions about training for this function.

The paper will present the study and main findings. Preliminary analysis of the data indicates that the tutors' support of progression and organisation of the work is more important in computer supported than in face-to-face learning. Another preliminary finding is the need for focused awareness on the establishment and upholding of communication when there are no non-verbal "props" to support it. The variety in group interaction patterns also indicate that tutors must be trained for a repertoire not just isolated tutoring and e-learning skills. The presentation opens up a discussion for educational developers: How do we meet the training needs of academic teachers in view of flexible learning modes? Should teacher training e-learning and traditional educational approaches be separated or be addressed together?

Key words:
Collaborative learning; Communication; Tutor training

Objectives, outcomes and activities:
The paper presents student and tutor views and experiences on the tutor role in flexible learning environments. This will give insight that is useful as a basis for educational developers who want to meet the training needs of tutors in such contexts. The discussion will serve to elaborate and bring in views and experience from the participants and thereby enrich the session. A couple of questions for discussion are suggested in the abstract. The participants will be invited to suggest additional themes.

Kirsten Hofgaard Lycke's research field is teaching and learning in higher education. Lycke has recently co-authored a report on Norwegian Higher Education to a Norwegian governmental committee (Mjøsutvalget). Lyckes later publications focus on learning in medicine (undergraduate, postgraduate and continuing) and problembased learning. Lycke has been involved in planning and implementing problem based learning and e-learning at the Faculty of Medicine. Lycke is also engaged in a series of national audits of higher institutions in Norway.

Contact: Kirsten Hofgaard Lycke, email: k.h.lycke@ped.uio.no