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    Capturing and sharing professional practice on mediating 'live' online tutorial sessions - A case-study from Hibernia College

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    Author
    Hallissy, Michael
    Type
    Conference proceeding
    Publication Date
    2015
    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.
    Keyword
    Hibernia College
    Masters of Arts in Teaching and Learning
    MATL
    Flanders Interaction Analysis Categories
    live tutorials
    online learning
    online teaching
    URI
    http://hdl.handle.net/20.500.13012/113
    Collections
    General education publications

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