Publication Date:
2022
abstract:
This study is focused on the role of e-tutor in Higher Education. The
first objective was a systematic literature review, while the second was an analysis
of regulations, contracts and other internal University documentation used
to define the e-tutor job description. This analysis was developed highlighting
the skills required to online tutors and disciplinary tutors. The third step of the
researchwas based on a questionnaire focused on the analysis of the different roles
that e-tutors can play in academic contexts. The research sample has been the two
e-tutor groups of the eCampus University in the academic year 2020/2021: 220
On Line Tutors (TOL) and 62 Disciplinary Tutors (TD), obtaining 133 complete
questionnaires fromthe TOL group (60.4%) and 42 (67.8%) of the related group of
TDs. The e-tutoring model implemented at the university for TOLs clearly focuses
on the transversal dimension linked to the use of technological infrastructures and
the organizational and administrative processes of the University. On the other
hand, the strictly pedagogical dimension remains in the background. The modeling
space, intended as a pedagogical practice, could be a space of overlap with
the disciplinary tutors but it could become, if well structured, also the space for
comparison of the reciprocal practices also articulated on different levels.
first objective was a systematic literature review, while the second was an analysis
of regulations, contracts and other internal University documentation used
to define the e-tutor job description. This analysis was developed highlighting
the skills required to online tutors and disciplinary tutors. The third step of the
researchwas based on a questionnaire focused on the analysis of the different roles
that e-tutors can play in academic contexts. The research sample has been the two
e-tutor groups of the eCampus University in the academic year 2020/2021: 220
On Line Tutors (TOL) and 62 Disciplinary Tutors (TD), obtaining 133 complete
questionnaires fromthe TOL group (60.4%) and 42 (67.8%) of the related group of
TDs. The e-tutoring model implemented at the university for TOLs clearly focuses
on the transversal dimension linked to the use of technological infrastructures and
the organizational and administrative processes of the University. On the other
hand, the strictly pedagogical dimension remains in the background. The modeling
space, intended as a pedagogical practice, could be a space of overlap with
the disciplinary tutors but it could become, if well structured, also the space for
comparison of the reciprocal practices also articulated on different levels.
Iris type:
2.1 Contributo in volume (Capitolo o Saggio)
List of contributors:
Raviolo, Paolo; Messina, Salvatore; Mauro, Irene; Rondonotti, Marco
Book title:
Higher Education Learning Methodologies and Technologies Online. Third International Workshop, HELMeTO 2021