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G. Rakoczi, I. Herbst:
"Conceptual Design of a Requirement-based E-Tutoring Course at Vienna University of Technology: Increasing Students´ Motivation by Using Videoconferencing";
Vortrag: EDULEARN10 - International Conference on Education and New Learning Teachnologies, Barcelona, Spanien; 05.07.2010 - 07.07.2010; in: "Proceedings of EDULEARN10 Conference", IATED - International Association of Technology, Education and Development, Valencia (2010), ISBN: 978-84-613-9386-2; S. 5585 - 5591.

Application of e-learning tools highly modifies tutors´ requirement profiles. Once teachers deploy
regular tutors as e-tutors, further competencies (e-skills) are needed to be able to coach students
within academic settings. Most publications about education and training to qualified e-tutors show
either unique or rather restrictive requirements or are highly extensive and therefore can´t be applied
to university demands. Therefore, this paper describes a procedure model enabling to consider
university-specific requirements within education and training to e-tutors. The first step of our approach
consists of a requirement analysis based on a preliminary questioning of teachers. Results pointed out
that teachers demand specific e-skills from future e-tutors, such as e-moderation as well as
communication competencies. To increase students´ motivation, our e-tutoring concept was
broadened by utilisation of videoconferencing. The application of videoconferencing as the major
moderation tool enabled mediating new technology-related experiences to students. In conclusion, it
can be stated that videoconferencing highly supported students´ activities, participation as well as
motivation within our e-tutoring training. Students also reported high overall contentedness, especially
emphasising immediateness of moderation-related experience and gaining insight into authentic
tutoring scenarios.

E-Tutoring, videoconferencing, e-moderation, e-skills, motivation, requirement analysis

http://publik.tuwien.ac.at/files/PubDat_190151.pdf