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| Reference : Roles and competencies of the e-tutor |
| Scientific congresses and symposiums : Paper published in a book | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/2268/12722 | |||
| Roles and competencies of the e-tutor | |
| English | |
Denis, Brigitte  [Université de Liège - ULg > Département d'éducation et formation > Technologie de l'éducation >] | |
| Watland, Philip [> > > >] | |
| Pirotte, Sébastien [ > > ] | |
| Verday, Nathalie [Université de Liège - ULg > Département de personne et société > Psychologie sociale des groupes et des organisations >] | |
| 7-Apr-2004 | |
| Networked learning 2004 : a research based conference on networked learning and lifelong learning : proceedings of the fourth international conference, Lancaster | |
| Banks, S. | |
| Goodyear, P. | |
| Hogdson, V. | |
| Jones, C. | |
| 150-157 | |
| Yes | |
| International | |
| Networked Learning Conference 2004 | |
| 7 avril 2004 | |
| Lancaster University | |
| Lancaster | |
| UK | |
| [en] tutor roles ; tutor competencies ; e-learning ; e-tutor | |
| [en] This paper considers the roles and competencies of the e-tutor. A literature review shows that different roles are assigned to the online tutors.
Definitions of these roles are presented and discussed. Afterwards, we present eleven roles we consider important to manage the interactions between learners and tutors in an e-learning environment and the competencies needed to support these tutor’s roles. We conclude that to improve the quality of e-learning the tutor’s interventions have to be adapted to a specific context and we propose to train the e-tutors for these roles. | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/2268/12722 |
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