Welcome to the InfoSci Platform
Online Tutoring Roles: Italian Teachers' Professional Development Experience

Online Tutoring Roles: Italian Teachers' Professional Development Experience

Valeria Pandolfini
Copyright: © 2014 |Pages: 25
ISBN13: 9781466658325|ISBN10: 1466658320|EISBN13: 9781466658332
DOI: 10.4018/978-1-4666-5832-5.ch005
Cite Chapter Cite Chapter

MLA

Pandolfini, Valeria. "Online Tutoring Roles: Italian Teachers' Professional Development Experience." Online Tutor 2.0: Methodologies and Case Studies for Successful Learning, edited by Francisco José García-Peñalvo and Antonio Miguel Seoane Pardo, IGI Global, 2014, pp. 119-143. https://doi.org/10.4018/978-1-4666-5832-5.ch005

APA

Pandolfini, V. (2014). Online Tutoring Roles: Italian Teachers' Professional Development Experience. In F. García-Peñalvo & A. Seoane Pardo (Eds.), Online Tutor 2.0: Methodologies and Case Studies for Successful Learning (pp. 119-143). IGI Global. https://doi.org/10.4018/978-1-4666-5832-5.ch005

Chicago

Pandolfini, Valeria. "Online Tutoring Roles: Italian Teachers' Professional Development Experience." In Online Tutor 2.0: Methodologies and Case Studies for Successful Learning, edited by Francisco José García-Peñalvo and Antonio Miguel Seoane Pardo, 119-143. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5832-5.ch005

Export Reference

Mendeley
Favorite

Abstract

The chapter presents a case study of a training course involving Italian early-secondary school teachers, which focuses on online tutors’ activities and roles. After a brief literature review, it relates the topic to the national e-learning training context, clarifying the tutors’ expected tasks within the evaluated teachers’ professional training experience. The aim is to analyze the roles played by tutors in the 2.0 learning environment, exploring when, how and why they used synchronous and asynchronous communicative tools and educational resources available on the e-learning platform, as well the kind of support they provided to learners and the relationship they established with them during the training path. The research describes a complex set of online competences and skills which are required of tutors, stressing the key role of the human factor in supporting learners, and identifies factors for improving the design of an effective online tutoring model for adult learners.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.