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Capturing and sharing professional practice on mediating 'live' online tutorial sessions - A case-study from Hibernia College
Authors
Type
Conference proceeding
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Publication Date
2015
Volume
Issue
Start page
329
End page
338
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Abstract
This case-study is set within the context of a new online Masters Programme for teachers
within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores
how tutors and students interact using synchronous computer mediated conferencing
(SCMC) technologies during live tutorial sessions. The study found that students and tutors
did not have an agreed set of ground rules for these online events and thus there was a need
for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction
Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these
tutorials was predominantly teacher led with little evidence of student voice. The study
developed a toolkit to allow tutors engage in professional practice discussions. The toolkit is
designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors
can capture, codify and analyse their existing knowledge with a view to developing more
student-centred tutorials. This paper focuses on the use of FIAC to code and analyse an
online live tutorial and how this information can then be used to inform a tutor’s professional
development practice.
Keywords
Hibernia College, Masters of Arts in Teaching and Learning, MATL, Flanders Interaction Analysis Categories, live tutorials, online learning, online teaching