Online tutor 2.0: Methodologies and case studies for successful learning

Abstract

After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. Online Tutor 2.0: Methodologies and Case Studies for Successful Learning demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education. © 2014 by IGI Global. All rights reserved.

Keywords

Author Keywords

Not provided

Index Keywords

Author Affiliations

Department of Computer Science, Universidad de Salamanca, Salamanca, Salamanca, Spain

USAL Didactics Department, Universidad de Salamanca, Salamanca, Salamanca, Spain, GRIAL Research Group, India

Funding & Acknowledgements

No funding information

References 10 References

1 Abrami, Philip C., The learning toolkit: The design, development, testing and dissemination of evidence based educational software, Design and Implementation of Educational Games: Theoretical and Practical Perspectives, pp. 168-187, (2010)

2 Ackfeldt, Anna Lena, Do Managerial Strategies Influence Service Behaviours? Insights from a Qualitative Study, Successful Customer Relationship Management Programs and Technologies: Issues and Trends, pp. 174-187, (2012)

3 Adi, Ana, Barriers to emerging technology and social media integration in higher education: Three case studies, Social Media in Higher Education: Teaching in Web 2.0, pp. 334-354, (2013)

4 Aldana-Vargas, María Fernanda, Pedagogical counseling program development through an adapted Community of Inquiry framework, Educational Communities of Inquiry: Theoretical Framework, Research and Practice, pp. 350-373, (2012)

5 Alegre De La Rosa, Olga María, Faculty professional learning: An examination of online development and assessment environments, Teaching through Multi-User Virtual Environments: Applying Dynamic Elements to the Modern Classroom, pp. 66-92, (2010)

6 Alegre De La Rosa, Olga María, Faculty Professional Learning: An Examination of Online Development and Assessment Environments, Organizational Learning and Knowledge: Concepts, Methodologies, Tools and Applications: Volumes 1-4, 1, pp. 305-331, (2011)

7 Alegre De La Rosa, Olga María, Training of teachers in virtual scenario: An excellence model for quality assurance in formative programmes, Cases on Transnational Learning and Technologically Enabled Environments, pp. 190-212, (2010)

8 Andegherghis, Sina, Technology and traditional teaching, Cases on Educational Technology Integration in Urban Schools, pp. 74-79, (2011)

9 Anderson, Kenneth H., Blending Storytelling with Technology in the Professional Development of Police Officers, Cases on Formal and Informal E-Learning Environments: Opportunities and Practices, pp. 143-165, (2012)

10 Anderson, Sheri, Multi-modal professional development for faculty, Virtual Mentoring for Teachers: Online Professional Development Practices, pp. 43-65, (2012)

Online tutor 2.0: Methodologies and case studies for successful learning

How to Cite