Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications

This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students’ and tutors’...

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Autor principal:	Kwok Chi Ng
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2007
Materias:	synchronous e-learning system interaction online tutors’ roles Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/220b4ed7c29d49199c5a238ef190c48b
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id	oai:doaj.org-article:220b4ed7c29d49199c5a238ef190c48b
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spelling	oai:doaj.org-article:220b4ed7c29d49199c5a238ef190c48b2021-12-02T18:03:26ZReplacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications10.19173/irrodl.v8i1.3351492-3831https://doaj.org/article/220b4ed7c29d49199c5a238ef190c48b2007-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/335https://doaj.org/toc/1492-3831This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students’ and tutors’ views on the use of the system. Issues concerning students’ participation in online tutorials, opportunities for interaction in using the system, and tutors’ roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.Kwok Chi NgAthabasca University Pressarticlesynchronous e-learning systeminteractiononline tutors’ rolesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 8, Iss 1 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	synchronous e-learning system interaction online tutors’ roles Special aspects of education LC8-6691
spellingShingle	synchronous e-learning system interaction online tutors’ roles Special aspects of education LC8-6691 Kwok Chi Ng Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
description	This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students’ and tutors’ views on the use of the system. Issues concerning students’ participation in online tutorials, opportunities for interaction in using the system, and tutors’ roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
format	article
author	Kwok Chi Ng
author_facet	Kwok Chi Ng
author_sort	Kwok Chi Ng
title	Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
title_short	Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
title_full	Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
title_fullStr	Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
title_full_unstemmed	Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications
title_sort	replacing face-to-face tutorials by synchronous online technologies: challenges and pedagogical implications
publisher	Athabasca University Press
publishDate	2007
url	https://doaj.org/article/220b4ed7c29d49199c5a238ef190c48b
work_keys_str_mv	AT kwokching replacingfacetofacetutorialsbysynchronousonlinetechnologieschallengesandpedagogicalimplications
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Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications

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