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Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

Li Hsien Ooi, Lay Huah Goh, Arathai Din Eak, Cheng Teik Ong
Copyright: © 2021 |Pages: 23
ISBN13: 9781799880479|ISBN10: 1799880478|EISBN13: 9781799880974
DOI: 10.4018/978-1-7998-8047-9.ch077
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MLA

Ooi, Li Hsien, et al. "Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education." Research Anthology on Developing Effective Online Learning Courses, edited by Information Resources Management Association, IGI Global, 2021, pp. 1557-1579. https://doi.org/10.4018/978-1-7998-8047-9.ch077

APA

Ooi, L. H., Goh, L. H., Eak, A. D., & Ong, C. T. (2021). Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education. In I. Management Association (Ed.), Research Anthology on Developing Effective Online Learning Courses (pp. 1557-1579). IGI Global. https://doi.org/10.4018/978-1-7998-8047-9.ch077

Chicago

Ooi, Li Hsien, et al. "Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education." In Research Anthology on Developing Effective Online Learning Courses, edited by Information Resources Management Association, 1557-1579. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8047-9.ch077

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Abstract

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

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