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What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study

What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study

Cvetanka Walter
Copyright: © 2016 |Volume: 8 |Issue: 1 |Pages: 16
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466690363|DOI: 10.4018/IJMBL.2016010102
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MLA

Walter, Cvetanka. "What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study." IJMBL vol.8, no.1 2016: pp.18-33. http://doi.org/10.4018/IJMBL.2016010102

APA

Walter, C. (2016). What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study. International Journal of Mobile and Blended Learning (IJMBL), 8(1), 18-33. http://doi.org/10.4018/IJMBL.2016010102

Chicago

Walter, Cvetanka. "What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study," International Journal of Mobile and Blended Learning (IJMBL) 8, no.1: 18-33. http://doi.org/10.4018/IJMBL.2016010102

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Abstract

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

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