Behave Yourself!:: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning

Jane Lund; Carolyn Jane Snell

doi:10.4018/978-1-4666-5162-3

Behave Yourself!: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning

Jane Lund, Carolyn Jane Snell

Social Policy and Social Work

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

Original language	English
Title of host publication	Handbook of Research on Emerging Priorities and Trends in Distance Education:
Editors	T. Volkan Yuzer, Gulsun Kurubacak
Publisher	IGI Global
Pages	14-31
Number of pages	17
ISBN (Electronic)	9781466651630
ISBN (Print)	9781466651623, 1466651628
DOIs	https://doi.org/10.4018/978-1-4666-5162-3
Publication status	Published - 2014

Keywords

E Learning
Tutor Behaviour
Student Experience

Access to Document

10.4018/978-1-4666-5162-3

Cite this

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title = "Behave Yourself!:: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning",

abstract = "Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.",

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Behave Yourself!: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning. / Lund, Jane; Snell, Carolyn Jane.
Handbook of Research on Emerging Priorities and Trends in Distance Education:. ed. / T. Volkan Yuzer; Gulsun Kurubacak. IGI Global, 2014. p. 14-31 2.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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