The Role of the Tutor in Virtual Learning Environments Innovación Educativa, Vol

Innovación Educativa ISSN: 1665-2673 [email protected] Instituto Politécnico Nacional México

Silva Quiroz, Juan The role of the tutor in virtual learning environments Innovación Educativa, vol. 10, núm. 52, julio-septiembre, 2010, pp. 67-77 Instituto Politécnico Nacional Distrito Federal, México

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How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative The role of the tutor in virtual learning environments

Juan Silva Quiroz

Abstract

When applying information and communication technologies (ICT), their potential trans- Key words forms the environments of teaching and learning, which allows the creation of virtual learning environments (VLE), with non-traditional methodological approaches that flow Online tutoring, virtual from individual to collaborative learning , and from the transmission to the construction learning environment, of knowledge. In these environments the role of the tutor is crucial to the success of the e-learning, collaboration. training activity focused on the student. This article provides an overview of the role in VLE, the areas of their actions and the qualities required.

El rol del tutor en los entornos virtuales de aprendizaje

Resumen Cuando se aplican las tecnologías de la información y la comunicación (TIC), su potencial Palabras clave transforma los ambientes de enseñanza y de aprendizaje, lo cual permite crear entornos Tutoría online, entorno virtuales de aprendizaje (EVA), con enfoques metodológicos no tradicionales que tran- virtual de aprendizaje, sitan del aprendizaje individual al colaborativo, y de la transmisión a la construcción del e-learning, colaboración. conocimiento. En estos entornos el papel del tutor es determinante para el éxito de la actividad formativa centrada en el alumno. Este artículo entrega una visión general de dicho papel en los EVA, las áreas de su accionar y las cualidades requeridas.

Le rôle du tuteur dans les environnements virtuels d’apprentissage

Résumé Quand s’appliquent les technologies de l’information et la communication (TIC), ses fonctionnalités transforment les atmosphères d’enseignement et d’apprentissage, ce qui permet de créer des environnements virtuels d’apprentissage (EVA), aven les objectifs Mots-clefs méthodologiques pas traditionnels qui passent dès l’apprentissage individuel jusqu’au Tutelle on line, collaborateur, et dès la transmission jusqu’ a la construction de la connaissance. Dans environnement virtual ces environnements le papier du tuteur est déterminant pour le succès de la formation d’apprentissage, pointée sur l’élève. Cet article remet une vision générale de ce papier en EVA, les aires e-learning, collaboration. de gesticuler et les qualités requises.

Revista Innovación Educativa, ISSN: 1665-2673 vol. 10 núm. 52 • julio-septiembre, 2010 67 Juan Silva Quiroz | The role of the tutor in virtual learning environments

Introduction puter-mediated communication, which is different from a website. This author argues that the design of an en- ICTs encourage innovation in the teaching and learning vironment for training should take into account a number processes, on-campus virtual and mixed modalities. of specific characteristics that provide the medium from Indeed, one of the emerging opportunities arising from which to consider its exploitation. It also highlights seven these technologies is the use of VLEs, focusing on socio- basic elements in their design which complemented by ap- cultural constructivist models that enable collaborative work proaches from other authors are as follows: and enhance the construction of knowledge in a learning community. Opportunities for reflection are promoted, 1. VLE designed with training purposes. VLE must be dif- which are accessible at any time, adaptable to individual ferentiated from a well-structured web space, since learning pace and, above all, opposed to the traditional the latter does not guarantee learning. The design transmission of knowledge. must draw primarily on research related to the struc- In these spaces the role of the teacher as a facilitator is ture and representation of information, and how it conceived, a mentor who guides directs and enables the stu- can be used in learning and interaction activities. The dent to have social interaction and the building of knowledge management and organization of knowledge, the use in a collaborative fashion —within the learning community— of hypertext representations, information acquisition through instances of individual and group work and interaction through simulations, among others, are accessible with materials. For the correct operation of a VLE the important in a virtual environment but it is important to know tutor performance “virtual teacher” is required, who must keep when to apply them in accordance with the objectives alive communicative spaces, facilitate access to content, en- and learning to be achieved. courage dialogue among participants, help them share their 2. VLE is a social space. Social interaction is required in- knowledge and build new knowledge. cluding synchronous, asynchronous communication and the possibility of sharing space to feel identified Virtual learning environments and committed to the group-course (Wallace, 2001; Garrison and Anderson, 2005). Social interactions, es- The main developments and the current boom in the pecially the informal ones are often undervalued, but training models that rely on virtual instances are due, in they are necessary to reduce feelings of isolation and large part, to the incorporation of ICTs and pedagogical increase collaboration among participants (Contreras, elements from sociocultural theories of learning. ICTs et al., 2004). Social ties are critical to the success of enable the development of these approaches because they online learning experiences, share and build on the provide good support for the learner’s interaction with learning community (Tolmie and Boyle, 2000). Stacey the tutor and other learners, peer collaboration and joint and Rice (2002), stress the importance of devoting construction of knowledge. This allows having the VLEs, time and efforts to establish the social presence —inter- which enable to implement pedagogical models to move action— in an online learning environment, as it activates from knowledge transmission to knowledge construction. the participation in discussions, increases motivation and In this way, students become active agents in the learning helps build a community (Lipponen, et al., 2002). process and teachers become facilitators in the construction 3. The social space is represented explicitly. The repre- and appropriation of knowledge by the former. sentation of information in a VLE can be very varied A VLE —sometimes also called virtual teaching/learning due to its increasing hypertext organization, giving the environments (VL/TE)— is a software application designed to user a more active role. The perception of telepresence facilitate pedagogical communication among participants in —to be on a VLE— is due to the sensations that result an educational process, whether it is fully distance learning, from the participation in the hypermedia environment classroom, or mixed nature, i.e., combining both modalities and the possibility to relate to other people who also in various proportions (Adell, Castellet and Gumbau, 2004). have access to it. The key issue is not the representa- A VL/TE is good to distribute educational materials in digital tion itself, but what students do with the representation format —text, images, audio, simulations, games, research, since the represented social space is not neutral. The reports— have online discussions, integrate content from library and cybercafé, for example, determine the type the network to enable the participation of experts and/or of relationship and communication of students. In fact, external professional in the discussions or chats. In addi- they tend to use representations that correspond to tion, it combines tools for synchronous and asynchronous the usual space of class as a liaison with the new en- communication, management of learning materials, man- vironments. However, Adell and Gisbert said (1997), agement of participants, including follow up and evaluation virtual campuses mimic on the computer screen real systems of students’ progress. From the educational point university campuses, with their libraries, classrooms, of view, a VLE provides technological support to teachers cafeterias, among others, associating virtual spaces to and students in order to optimize the various phases of the participants’ activities, but typical activities from an- teaching/learning process such as planning, implementa- other era, characterized by the limitations in the action, development and evaluation of the curriculum. cess to information and communication. For Gros (2004), a VLE is the creation of teaching and 4. Students are active and actors, they co-construct the learning computer materials based on a system of com- virtual space. In a VLE students can be designers and

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producers of content. In this regard, the role is more Figure 1 participatory and active because they contribute with Research community. their inputs to increase the knowledge base and to strengthen links, for example. In short, knowledge is much more dynamic and changing. 5. The VLEs are not restricted to distance education; they can also enrich classroom teaching. Often the study Promote of the design of virtual environments is centered on Social discourse Cognitive their campuses and it is situated in distance learning. presence presence Undoubtedly, this will be benefited significantly with the new means of transmission of information and Create an communication but also classroom teaching. For this appropriate reason the concept of blended learning or bimodality environment is spreading rapidly, so the formal education and uni- Educational versities incorporate training activities in the network experience as an additional element. Barberá and Badia (2004), propose the use of these areas as support of class time or as a complement to it. The trend is to offer such Teaching presence virtual teaching/learning as help, support or comple- (structure/process) ment of these activities. 6. The VLEs integrate different technologies and multiple pedagogical approaches. A VLE always depends on the variety of tools used —information, communication, collaboration, learning, management— and the type of educational model developed. Source: Garrison and Anderson, 2005, p. 49. 7. Most virtual environments do not exclude the physical. Using a virtual environment does not exclude the use Cognitive presence is defined as the extent to which stu- of other types of materials. Often there is some con- dents are able to construct meaning, through continuous troversy about the advantages and disadvantages of reflection in a community of inquiry. Social presence is the traditional means with respect to current technolo- ability of the participants in this community to project them- gies. However, the use of some means does not negate selves socially and emotionally as real people. The teaching the others and usually rely on each other. For this presence is defined as the act of designing, facilitating and reason, a virtual environment can be designed with guiding the cognitive and social processes in order to ob- networked material complemented by reading books, tain educational outcomes personally meaningful and of articles, and the use of film. teaching value.

Garrison and Anderson (2005), researchers at the Uni- Role of the tutor versidad de Alberta, have long investigated the use of inter- active spaces in online training, and have concluded that this The tutor’s role is critical to the successful experiences using type of training should give importance to the context and the VLEs, who starts being the transmitter of knowledge to the creation of learning communities to facilitate reflection later become the facilitator of learning, promoting and guiding and critical discourse. They believe that the community is through the construction of the product, which is the result crucial to maintain critical personal research and the con- of individual development and social interaction. As noted by struction of meaning. A community focused in inquiry, from Harasim et al. (2000), in traditional education and training, the point of view of interaction, reveals the presence (figure the teacher directs the instruction, asks questions and sets 1), of three elements involved in a virtual learning process, the pace of the class, however, the network group learning is essential to achieve meaningful learning: social, cognitive student centered and requires a different role of the teacher, and teaching. closer to being the assistant than being the one in charge of

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teaching the lessons the emphasis must be on the student’s plying to messages sent by other students in the forum. Con- own intellectual process and collaborative learning (Harasim, sequently, this acting of the tutor derived in better learning. The et al., 2000, p. 198). above authors stated further that there must be protocols and Paulsen says about it: The role of the trainer is focused guidelines to effectively manage online discussions. primarily on dynamizing the group and in assuming respon- Garrison and Anderson (2005), from the evidence sub- sibility for the organization of activities, motivation and cre- mitted by Berge (1995), Paulsen (1995), and Mason (1991), ation of a pleasant atmosphere for learning and educational indicate that the roles of the tutor can be classified into facilitator, providing experiences for self-learning and the three main categories: design and organization, facilitating construction of knowledge (Paulsen, 1992 at Cabero, 2001, discourse and direct teaching. These authors refer to the s/p). These functions are organized into relations between teaching presence to indicate the role of the tutor, under- tutor and student, the intergroup ones, specific tutor prep- stood this role as who designs, facilitates and guides the aration, control of information and knowledge, and evalu- cognitive and social processes, in order to obtain mean- ation. The most important are the first two, which refer to ingful educational outcomes for both the apprentice and relations between the participant and tutor and between the teacher himself. students themselves. They maintain active communication, 1. Design and organization: they are the macro aspects base aspect for the construction of knowledge. of the process of pedagogical design and implemen- Overall, in a constructivist learning environment, a good tation in platform or internet support a VLE. The de- tutor encourages students by analyzing their performances, sign includes the structural decisions taken before the giving answers and advice on the representations and es- start of the process, while the organization is the de- pecially on learning how to perform them and to stimulate cisions taken to get adapted to changes during the reflection and articulation on the learnt material as well training process. This stage requires certain actions of (Jonassen, 2000, p. 242). The same author mentions four the tutor (Table 1) from the social presence and cog- types of tutorships: nitive dimension. Table 1 1. Provide motivational patterns: the tutor explains the Tutor’s role in the design and organization. task and its importance, trying to generate high motivation and commitment. Social presence Cognitive presence 2. Control and regulation of participants’ performance: the tutor controls, analyzes and regulates the develop- ✓✓ Feeling of confidence ✓✓ Consideration of ment of the important competencies of the participants and being welcome. assessment of through strategies that allow the building of knowledge, cognitive development ✓✓ Feeling of belonging suggesting ways to be followed, making available addi- and knowledge at the to a community. tional information sources, providing feedback, and entry level. encouraging collaboration. ✓✓ Feeling of control. ✓ 3. Stimulate reflection: the tutor encourages reflection ✓ Organization and ✓ on representations by the questioning of the results, ✓ Feeling of personal limitation of the the methods used to achieve them, the actions done accomplishment. curriculum. and their justifications. ✓✓ Willingness to ✓✓ Selection of 4. Disturbing designs: the tutor disturbs the design reached participate in the appropriate expecting that the participants discover the flaws of the proposed discourse. educational activities. representations constructed, being then able to adjust ✓ ✓ and adapt them. ✓ A conventional tone. ✓ Allow time for reflection. ✓✓ A questioning In a model of student-centered learning, in which the attitude. ✓✓ Integration of small student learns independently, without the attendance and groups and discussion frequent meeting with teachers and peers, it is indispens- sessions. able the tutor’s ability to initiate and maintain a dialogue ✓ with the student. This dialogue must convey that the stu- ✓ Provide opportunities dent is connected to the group, that there is constant mon- to shape the process itoring of his learning process, and that he is a member of of critical thinking. a learning community where through interaction he obtains ✓✓ Designing of information for his own construction of knowledge and, in instruments for the turn, provides information for the construction of knowledge evaluation of high- by the other members. level education. Jiang and Ting (1998, in Marcelo and Perera, 2004), in the development of their research, found that if the tutor Source: Garrison and Anderson, 2005. frequently participated in online discussions and expressed clearly the requirements concerning the amount and quality There must be some continuity between the design of submissions, students tried harder in the reading and re- and organization phases, this is when the tutor can

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design and organize at the same time the educational necessary to intervene appropriately to involve the less experience, that is, he is responsible for both aspects. accountable students and to avoid that the discussion 2. Facilitating discourse: this aspect is aimed at the is always dominated by the same people. The tutor center of the virtual training experience: building should encourage or evaluate the answers, give ex- knowledge network within a learning community. As amples of relevant and appropriate responses, drawing the tutor plays a key role in facilitating discussion, it is attention to well-reasoned responses, and establish necessary to regulate his presence to ensure the self- relations between the messages (table 2). When stu- management communication: too much or too little dents take responsibility in the construction of know- teaching presence can negatively affect the discourse ledge, the teaching presence reaches its break-even and comprehension process. In some situations it is point.

Table 2 Tutor’s role to facilitate discourse.

Social presence Cognitive presence

✓✓ Greet participants as they enter the debate. ✓✓ Focus debate on key issues.

✓✓ Be friendly and encourage participants to lead the ✓✓ Asking stimulating questions. debate. ✓✓ Identify complex issues arising from the answers. ✓✓ Show the personality as a tutor and allow participants to know him as a person within certain ✓✓ Challenging preconceived ideas and provoke limits. reflection.

✓✓ Suggest that participants enter the system at least ✓✓ Moderate the debate but not excessively. three times a week. ✓✓ Testing the ideas in a theoretical way or indirectly ✓✓ Encourage participants to recognize the contributions through their application. of others when answering to specific input. ✓✓ Move forward when the debate is falling or has ✓✓ Praising the contributions that deserve it. reached its purpose.

✓✓ Use a colloquial conversational tone and not too ✓✓ Facilitate metacognitive awareness. formal.

✓✓ Encourage the involvement of passive participants.

✓✓ Expressing feelings without exploding.

✓✓ Use humor with care, at least until you reach a certain level of familiarity.

✓✓ Encourage participants to communicate via e-mail about their reasons for tension or anxiety.

Source: Garrison and Anderson, 2005.

Facilitating the discourse in order to build knowledge participation, it is rather often associated with involves pedagogical, interpersonal and organizational specific issues of content, aspect that is often over- aspects. The teaching presence should be related to looked or neglected. Competency in matters of cognitive development and positive learning environ- discipline and efficient configuration of the educa- ment, in addition to taking content, cognition and con- tional experience are essential for this type of edu- text as an integral part of the whole. cation. The tutor must develop here some actions 3. Direct teaching: direct teaching goes beyond the associated with this process of online teaching function associated with promoting discussion and (table 3).

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Table 3 learning. The online tutor, therefore, combines elements of Tutor’s role in direct teaching. teaching, facilitator and community organizer. To Harasim, et al., (2000), when moderators are involved actively, regularly Social presence Cognitive presence responding to participations of students, announcing the new activities and materials, encouraging the discussion, students ✓✓ Shape the debate ✓✓ Providing ideas respond with enthusiasm and participation. The motivational, without dominating. and alternative social and intellectual aspects are reinforced. perspectives for ✓✓ Provide feedback in a According to Ryan, et al., (2000), several authors agree analysis and debate. respectful manner. on defining the roles and moderating responsibilities of the ✓✓ Answer directly tutor in the online forum into four categories: pedagogical, ✓✓ Be constructive and cast doubt on social, technical and administrative, and according to them, with rectification questions. the most important are the first two. comments. In the pedagogical category the tutor is an educational ✓✓ Recognize the lack ✓✓ Be open to facilitator that contributes to expert knowledge, focuses of security for some negotiation and the discussion on the critical points, asks questions and an- answers when present reasons. swers to participants’ contributions, gives coherence to the appropriate. discussion, summarizes and highlights emerging issues. As ✓✓ Dealing with conflict ✓✓ Make associations of to the social category he must have the skills that create quickly and in private. ideas. an atmosphere of collaboration, allowing the creation of a learning community, where to set the agenda and itine- ✓✓ Build macros. rary of the forum, set the rules for interaction, discussion ✓✓ Summarize the debate objectives, manage interaction, flow of the forum and its and have learning direction. moving forward. With regard to the technical category he must ensure that participants are comfortable with the software and if ✓✓ Complete when necessary support them, and finally, in the administrative appropriate and category, the tutor should know the aspects of this, as the announce the amount and type of participation expected in the forum, if following subject to applicable competencies for managing the forum, create be studied. working groups, and move or delete messages in the forum. Source: Garrison and Anderson, 2005. For Hiltz (1995, in Adell and Sales, 1999), the tutor as moderator of any debate or discussion in groups, should de- It is required to join the role of facilitator and con- velop different types of activities: tent expert. The effective teacher is accomplished with the competent and experienced professional, capable • Introduce the topic of discussion relating it to the rea- of identifying the ideas and concepts of study, present dings or other course materials and indicating clearly them orderly, organizing educational activities, guide the what the issues or questions are to be answered by discourse and provide additional sources of information, students. diagnose misconceptions and intervene when necessary. • Encourage a participants to expand and develop their They are direct and proactive participations that support own arguments and those of their peers. an efficient and effective educational experience. • Facilitate information, such as subject matter expert on education, resources and events that help develop Moderating role of the tutor the topics for discussion, to complement the materials already available. For those who analyze the interactions —not only in quanti- • Integrate and lead the participations, synthesizing, re- tative terms but qualitatively— the frequency and quality constructing and developing the emerging issues and of participations in an online discussion forum is largely relating them to literature and the topica. marked by the moderating activities carried out by the tutor • Globalizing learning so that the subject of debate re- (Pérez, 2002). For Paulsen (1995), and Mason (1991), the lates to topics covered, to make it easier for students fundamental roles of the moderator can be classified into to understand a more complex structure and not too three areas: organizational, social and intellectual. compartmentalized of the knowledge generated. The organizational one means preparing the forum and • Ask questions that can help discover any contradic- encourage regular participation in the process, invite ex- tions or inconsistencies in their contributions. perts, and occasionally to ensure that students lead the • Summarize, in conclusion, contributions to the debate discussion, set the agenda of the forum, determine the ob- and highlight the key ideas before moving on to an- jectives of the discussion, the itinerary and specification of other topic. the rules to be followed. • Assist students in their communication skills, pointing The social one creates a friendly and socially positive out, in private, possible improvements for a better environment, conducive to the development of community understanding with the group.

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Barberà, Badia, and Momin (2001), have summarized the development and closure. These three stages and tasks as- work of the tutor as moderator in the development of on- sociated to each one summarize the expected participation line discussion in three stages: planning, participation in the of the tutor (table 4).

Table 4 Tasks of the moderator of online discussion.

Stages Associated tasks

• Plan discussion according to the objectives of the debate. • Group participants virtually. • Specify the discursive format, prepare phases of the discussion, anticipate difficult aspects Planning of the content. of discussion • Submit good questions or initial text, and prepare to dig deeper. • Prepare to propose initially, patterns of participation (the language used, quality, quality-length to refer to other posts, phase type, type of message in each phase). • Draw the content items to be addressed in the discussion.

• Explain the expectations and objectives of the discussion. • Initiate in a meaningful way the discussion with a question (s) or relevant subject. • Reformulate the initial question when participations are in the wrong direction. • Organize discussion. • Coordinate participations and provide specific content, not only messages of management Participation debate. in the development • Encourage a greater degree of reflection and depth in the participations. of the discussion • Focusing the theme of the discussion (summaries, relating to course content, provide alterna- tives to address other issues). • Provide feedback and make summations if the debate is extensive. • Record information of each student to remember his knowledge, experiences and interests. • End the discussion or lines of argument when it is prolonged without producing results in relation to the construction of knowledge.

• Provide an articulated summary of the participations. Closure • Close the discussion explicitly. Praise participations in public and, if applicable, in private. of discussion • • Relate the subject of the discussion to further educational activities (articles, website ad- dresses, lists of interest, discussion groups related to the topic).

Source: Barberà, Badia and Momin, 2001.

In the first stage, the tutor prepares the discussion and The possibility to participate in deferred times, the greater items that can help moderate it, and the information to or- number of participants in relation to the in-site situation — ganize and facilitate the involvement of the participants. eventually the whole class—, with a greater degree of reflec- In the second one, discussion is organized and the sharing tion and sometimes extension on participations make this and building of knowledge are produced, here the role is kind of discussion one very particular educational situation, to facilitate this construction, safeguarding the discussion where the acting of the tutor is essential to organize the dis- takes the course in accordance with the purposes designed, cussion and bring it to fruition. This requires maintaining a give feedback. The third one, closing the discussion, sum- serious attitude and promoting quality contributions, a very marizing the main contributions, it is an awareness of the well focused and productive discourse. This requires that the process and construction done in the personal field and its tutor has an adequate preparation and mastery of certain projection with subsequent educational homework. communicative and moderating skills which are complemented The tutor is key to facilitating discourse in virtual space. by proper management of the knowledge taught. The discussion, due to its textual character, is different If the tutor does not direct the activities in a network with and equally or more complex than in a classroom context. some skill, serious problems may arise. A class (in the con-

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text of e-learning) can become a forum-like monologue with over several years, Professor Gilly Salmon of the Open Univer- little return. It can become a mountain of disorganized in- sity has established a model for the moderation of discussion formation which overflows and confuses participants. It may forums (figure 1). The model involves five stages, in which even fail socially, instead of building a sense of community the tutor displays a set of competencies: access and motiva- (Harasim, et al., 2000, pp. 173-174). tion, socialization, information sharing, knowledge building According to several authors, Salmon has contributed and development. These steps illustrate the interaction be- greatly in understanding the moderating role of tutor and his tween competency and affective factors such as growth in qualities and abilities. In fact, based on research conducted confidence, motivation and group dynamics (Macdonald, 2003).

Figure 1 E-Moderating Model.

Development Supporting, Providing links responding outside closed conferences I Knowledge construction n Facilitating t process Conferencing e r Information giving and receiving Learning Facilitating tasks and supporting a Searching, use of learning materials c personalising software t Online socialisation i Familiarising and providing bridges between cultural, social and v Sending and learning environments receiving messages i Access and motivation t Welcoming and y Setting up system encouraging and accessing

E-Moderrating Techical support Source: Salmon, 2000, p. 26.

In these phases the tutor carries out various tasks so that process of moderation of the forum in the virtual environ- participants move forward, from the access and use of the ment. platform to the development of individual knowledge. The model is presented as a scale where there are two types of Qualities and skills of the tutor skills for each level, moderation in the virtual environment (E-Moderating) and technical support. Tutors require special skills and qualities to fulfill their function: The vertical bar on the right shows the degree of inter- ...special skills to prepare and submit a curriculum truly inter- activity during the development of the stages, which starts active and participatory, and to facilitate and manage partici- being very weak in motivation and access —communication pation as well (Moore, 2001). These are presented in the with one or two classmates and very few messages— it in- four areas mentioned above: pedagogical, social, technical creases slowly in the process of socialization —more com- and administrative. However, having these qualities does not munication between participants and more often— and it is guarantee a good in-class teacher becomes a good virtual intensified in the stages of information sharing and building tutor, it is also essential to get training and practice. of knowledge —intense and total participation— returning to Supporting online learning, requires from the tutor a wide decrease in the development stage because it is personal. range of features and abilities —compared with the tasks The author introduces the concept of E-Moderator (E- that are performed in a classroom teaching situation— es- moderator) to refer to the tutor who specializes in E-mod- pecially to play the role of moderator in a forum of discus- eration and moderation (E-moderating), referring to the sion (table 5).

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Table 5 Qualities of the tutor.

Quality/ Share Confident Constructive Developer Facilitator Creative feature Knowledge

Personal Ability to establish Ability to develop Wisdom to Exploration of Ability to use experience of confidence and and train know when to ideas, develops a variety of online learning, sense of purpose others, promote exercise or loosen arguments, approaches, flexibility of for the group discussions, the control on promotes threads ranging from approaches to online. summarize, groups, how to of valuable structured teaching/learning. restate, challenge, involve the non- ideas, closes activities Understanding monitor participants ones, threads that are (e-activities) Understanding Empathize with the potential of understanding and how to pace the not productive, to discretional of online the challenges groups and online misunderstanding discussion and chooses when to discussions, and process the student online learning. and receive use the time file. evaluate their faces. feedback. online. success.

Apply the five stages of the process of scaffolding.

Understanding Ability to Knowledge to use Ability to use Creation of Ability to apply of the operating appreciate the special features special features links between software utilities aspects of the basic structures of software for of software to CMC and other to create and software used. of computer e-moderators, e.g. pass them on characteristics manage forums mediated control, weaving, to the student, of learning and create Keyboard skills, communication archiving. e.g. history of programs. e-learning Technical ability to read (CMC), the www messages. environments. skills comfortably on and the internet’s Wisdom on screen, effective, potential for how to scale Knowledge of regular and learning. up (increase, software and flexible Internet improve) alternative access. by having a platforms. productive use of software.

Courteous and Ability to write Ability to relate Ability to interact Sensitivity to Communication respectful Style online messages positively online; by e-mail and value cultural without hav- when communi- in a concise, respond mes- e-forums, encour- diversity, explor- ing visual keys, cating online. motivating and sages on their age interaction ing differences diagnose and Online personal fashion. own, maintain an among partici- and meanings. solve problems, Ability to main- appropriate “vis- pants. promote oppor- communicative tain a balanced ibility” online, dis- tunities online, skills pace and appro- cover and manage Ability to suc- discreetly and priate use of expectations of cessfully gradu- sensitively using time. students. ally increase the humor online, number of online working with participants. emotions online.

Knowledge and Encourage valu- Stir debates pro- Authority by giv- Knows valuable Using electronic experience to able contributions posing intriguing ing fair grades to resources and and multimedia Expert share, and will- of participants; questions. students for their refers them to the resources, offer content ingness to do so. know useful participation and participants. feedback to par- online resources contributions. ticipants. in his area.

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Quality/ Share Confident Constructive Developer Facilitator Creative feature Knowledge

Determination Online identity as Adapting to new Sensitivity in Positive attitude Create and sup- and motivation to a tutor. teaching contexts, relationships and and dedication to port a useful and Personal become a tutor. methods, and online communi- e-learning. relevant e-learn- characteristics audiences. cation. ing community.

Source: Gonzalez and Salmon, 2002.

The authors recommend, if possible, selecting tutor with teachers are trained in this fashion of education, master the the qualities mentioned in the first two columns. Other- use of virtual spaces, educators will be properly prepared wise select candidates who show empathy and flexibility to fulfill their tutorial role (Salmon, 2000). The anima- to working online, and a readiness to be trained as tutors. tion of the virtual environment allows the tutor to become They will be then trained on the competencies described aware of the progress of participants in the construction in columns three and four. Expectations should be had in and acquisition of knowledge, so being able to assist them their capacity to develop the competencies described in col- with their problems, to connect those who share common umns five and six, after a year of online tutoring practice. interests facilitate collaboration within the working groups, Period in which the training process should be continued to see the effect and effectiveness of the proposed activities strengthen the competencies acquired and develop those and discussions. that only occur in practice, especially those related to e- Borrero (2006), points out that it is necessary to move moderation and the construction of network knowledge. towards the professionalization of tutors as their role is de- The afore mentioned information should be developed cisive in the levels of retention, quality and frequency of for existing teachers as very few have learned in these on- interactions. This author states that tutorship is a practice line environments to choose from there some role models, that is built on doing, which involves competencies that are they need to be informed about the new roles that these not likely to be developed in training courses, which are al- training tasks are demanding from them as professionals ways bounded in terms of time and depth. and get training. It is desirable to advance in the training of The e-moderation model, the product of years of re- these skills from pedagogy majors in undergraduate educa- search, contains the core elements that should be con- tion; there should be instances in which the students have sidered by a tutor in his role as moderator in the virtual practical experience of these models of training so they can environments, and the five stages mentioned also contains learn, through the actions of their teachers, how to de- components considered by several authors in terms of their velop professional work in these environments (Gros and duties. However, this training should be complemented with Silva, 2005). aspects related to mastery of content, course structure and Currently, it is unconceivable to have teachers inca- its activities. pable of applying technologies to create learning environ- The various undergraduate and postgraduate training ments, innovative, where knowledge network can really be processes are increasingly demanding professionals in- built. For Wise and Quealy (2006), educational technology is volved in mentoring, in order to implement the offers of agnostic with regard to pedagogy. It is the teacher who gives study designed in this virtual method or by the need to com- it a pedagogical sense, frames it within some educational plement or blend classroom training with virtual instances. principles and creates activities consistent with this model. Salmon’s model provides a way to carry out these training While this is generic for any kind of teaching where ICTs processes, which consider moderation, so it is necessary to want to be integrated, it requires vital relevance in virtual add elements from the knowledge of teaching online, the training, where the tutor’s role emerges as a crucial figure tutor’s role and the coordination of training activities. In- in the success of the formative experiences, a tutor capable novation in teaching in virtual learning spaces requires of designing and moderating virtual learning environments, teachers trained to take advantage of these new scenarios, bringing together education and the web tools that students which involve a paradigm shift regarding the role of the use every day, as part of a learning community, in which teacher and students themselves. knowledge is shared and constructed. Conclusions

The tutor is vital to the success of the formative experiences in virtual learning environments, therefore it is necessary for him to become aware of his new role and be retrained Received October 2009 to perform it properly. To the extent that new generations of Accepted April 2010

Revista Innovación Educativa, ISSN: 1665-2673 76 vol. 10 núm. 52 • julio-septiembre, 2010 El rol del tutor en los entornos virtuales de aprendizaje | Juan Silva Quiroz

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Revista Innovación Educativa, ISSN: 1665-2673 vol. 10 núm. 52 • julio-septiembre, 2010 77