Blended learning and online tutoring: a good practice guide
Blended learning provides the flexibility to accommodate the varied requirements of pedagogies, disciplines and levels of course, together with the needs of a wide variety of learners. However anyone concerned with the integration of online tutoring to support students appropriately may need to reassess current practice.This book adopts a pragmatic and commonsense approach to blended learning, by situating the use of online media within a well-grounded teaching and learning strategy. It provides practical ideas for the successful implementation of blended strategies, including good practice in both asynchronous and synchronous tutoring, appropriate assessment design for developing successful blended learners, and innovative approaches to professional development for distance tutors. It is illustrated with a wide variety of examples and comments from students and practitioners in both distance and campus based environments in thirteen different countries.
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Reflecting on Present Practice
Tutors Perceptions of Effective Intervention
Blended Learning and Pragmatism
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ac.uk academic activities approach asked assessment assignment audio blended course blended strategy break-out rooms campus campus-based students chapter classroom communication computer conference computer conferencing context contribution course design described distance education distance students e-learning effective electronic example expectations experience face-to-face sessions face-to-face tutorials feedback fellow students flexibility Ghent University iij'ouSA important individual students interactive Internet issues learners learning environment learning objectives lectures Macdonald meet membership messages mind map networked online conferences online conferencing online discussion online learning online media online synchronous online tutoring Open University UK opportunities options OUSA Oxford Brookes University participants particular peer plagiarism practice problem-based learning queries reflect relevant responsible role self-directed share skills staff development student learning students need SUMMARY supporting students synchronous contact synchronous support synchronous tools teaching and learning telephone text chat topic tutor moderator tutor-mediated support understanding Univ variety Virtual Learning Environment