What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study

Cvetanka Walter
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Cvetanka Walter: University of Lancaster, Lancaster, UK

International Journal of Mobile and Blended Learning (IJMBL), 2016, vol. 8, issue 1, 18-33

Abstract: This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

Date: 2016
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International Journal of Mobile and Blended Learning (IJMBL) is currently edited by Mehdi Khosrow-Pour, D.B.A.

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