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Taking over someone else's design : implications for the tutor's role in networked learning.

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Taking over someone else's design : implications for the tutor's role in networked learning. / Asensio, Mireia; Whatley, Janice; Jones, Chris R.

In: ALT-J, Vol. 9, No. 3, 2001, p. 65-74.

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Asensio, Mireia ; Whatley, Janice ; Jones, Chris R. / Taking over someone else's design : implications for the tutor's role in networked learning. In: ALT-J. 2001 ; Vol. 9, No. 3. pp. 65-74.

Bibtex

@article{f8b12665b4da4db583629a057cabace0,
title = "Taking over someone else's design : implications for the tutor's role in networked learning.",
abstract = "The experience of taking over an already designed Web-based course helps us to investigate the claims in the literature about the role that tutors have more generally in networked learning. This paper addresses this issue through a case study and brings together the tutor's experience and her reflective diary, as well as the interview data from a JISC/CALT phenomenographic study of tutors' and students' experiences. This particular case study raises issues about the tutors' role, teaching activity, design and the value of content resources and knowledge representation. Finally the paper reflects on the implications for the tutor in this situation and provides suggestions for future practice.",
author = "Mireia Asensio and Janice Whatley and Jones, {Chris R.}",
year = "2001",
doi = "10.1080/0968776010090307",
language = "English",
volume = "9",
pages = "65--74",
journal = "ALT-J",
issn = "0968-7769",
publisher = "University of Wales Press",
number = "3",

}

RIS

TY - JOUR

T1 - Taking over someone else's design : implications for the tutor's role in networked learning.

AU - Asensio, Mireia

AU - Whatley, Janice

AU - Jones, Chris R.

PY - 2001

Y1 - 2001

N2 - The experience of taking over an already designed Web-based course helps us to investigate the claims in the literature about the role that tutors have more generally in networked learning. This paper addresses this issue through a case study and brings together the tutor's experience and her reflective diary, as well as the interview data from a JISC/CALT phenomenographic study of tutors' and students' experiences. This particular case study raises issues about the tutors' role, teaching activity, design and the value of content resources and knowledge representation. Finally the paper reflects on the implications for the tutor in this situation and provides suggestions for future practice.

AB - The experience of taking over an already designed Web-based course helps us to investigate the claims in the literature about the role that tutors have more generally in networked learning. This paper addresses this issue through a case study and brings together the tutor's experience and her reflective diary, as well as the interview data from a JISC/CALT phenomenographic study of tutors' and students' experiences. This particular case study raises issues about the tutors' role, teaching activity, design and the value of content resources and knowledge representation. Finally the paper reflects on the implications for the tutor in this situation and provides suggestions for future practice.

U2 - 10.1080/0968776010090307

DO - 10.1080/0968776010090307

M3 - Journal article

VL - 9

SP - 65

EP - 74

JO - ALT-J

JF - ALT-J

SN - 0968-7769

IS - 3

ER -