Tuesday, June 29
1:30 PM-2:30 PM
UTC
Pier 7 & 8

Nine Recommendations for Enhancing e-Moderation Skills by Utilisation of Videoconferencing within an e-Tutoring Curriculum

Full Paper: Conceptual & Empirical Study ID: 30495
  1. aaa
    Gergely Rakoczi
    Vienna University of Technology
  2. Ilona Herbst
    Vienna University of Technology
  3. Franz Reichl
    Vienna University of Technology

Abstract: As commonly known, a tutor’s role changes when teachers appoint her/him as an e-tutor. A requirements analysis carried out at our university shows that more and more teachers believe that e-tutors have to be soft skilled particularly in e-moderation and online communication skills. To account for such requirements, existing university e-tutoring curriculums have to be adopted. This paper describes a curriculum design and investigates the utilisation of videoconferencing within e-tutoring. Videoconferencing’s simultaneousness, multimodality and real-time characteristic suit ideally to training of e-moderation skills. So far, most publications about e-moderation only describe basic aspects of moderating within online learning or teaching, while hardly any publication considers using videoconferencing in e-tutoring in particular. With nine recommendations we thus try to close this gap. These recommendations are given for teachers as a reference on how to apply videoconferencing effectively in training of moderation-skills within the limits of university’s e-tutoring curriculum.

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