Blending Academic and Professional Learning in a University Course for Future E-Learning Specialists: The Perspective of Company Tutors

Autor/inn/en	Amenduni, Francesca; Annese, Susanna; Candido, Vito; McLay, Katherine; Ligorio, Maria Beatrice
Titel	Blending Academic and Professional Learning in a University Course for Future E-Learning Specialists: The Perspective of Company Tutors
Quelle	In: Education Sciences, 11 (2021), Artikel 415 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Annese, Susanna) ORCID (McLay, Katherine) ORCID (Ligorio, Maria Beatrice)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	School Business Relationship; Teacher Education; Instructional Design; Electronic Learning; Computer Mediated Communication; Tutors; Blended Learning; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Förderlehrer; Lehrender; Tutor; Ausland; Italien
Abstract	Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in "E-learning Psychology" designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning contexts, students were monitored by academic and company tutors through an instant messaging app (WhatsApp). The unique contribution of the company tutor to the blending of academic and professional contexts is explored. By qualitatively analyzing (i) process data (four WhatsApp log chats) and (ii) self-report data (interviews with six company tutors), we found that the company tutor contributed to both the traditional blended dimension (mixing online and offline) and to the blend of the academic and professional contexts. When company tutors participated in the chat, students moved from an organizational dynamic, featuring chats monitored by only the academic tutor, toward a more collaborative and reflective dynamic. The company tutors considered the opportunity to blend academic and professional contexts as the best aspect of the course for both themselves as educators/company representatives, and for the students. This paper offers insights into the ongoing discussion about what blended is--or should be--and the role of company tutors in blending educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01