How to be an Online Tutor

Citation

Prest, A. (2001), "How to be an Online Tutor", Industrial and Commercial Training, Vol. 33 No. 2. https://doi.org/10.1108/ict.2001.03733bae.001

How to be an Online Tutor

How to be an Online Tutor

Julia DugglebyGower£39.95ISBN 0 566 08247 0

Keywords: Distance learning, Internet, Teachers

Online learning is becoming increasingly popular as a method for delivering a wide range of information and courses. However, this approach represents a major change in the way in which learning is delivered and supported, and requires the development of new skills and techniques for the design and delivery of an effective and supportive learning environment.

Julia Duggleby's new text, based on the author's experience both as a student and tutor on the South Yorkshire Colleges' Consortium's LeTTOL (Learning to Teach On-line) programme, is aimed at tutors or trainers who need to develop their skills in this area. It is a very practical introductory text, concentrating on the process (the "how to") of planning, designing, delivering and evaluating courses. Written in an approachable and direct style, with the use of small example "pen pictures" of individuals to support the text, it details the steps required to follow this process. However, do not expect a challenging read; the text is full of "how to" bullet points, and takes the style of an instruction manual rather than being a discussion of the options available.

The first part of the book provides a very basic introduction to the online learning approach, the Internet and the range of online communications channels available to course designers. The text is aimed at those with a basic level of technical expertise. Personally, as someone with more developed technical skills, I found this section rather basic, and wondered whether the detail in it was necessary. However, it will serve as a useful introduction to those who are not "computer literate".

However, the second part of the book moves into more detailed guidance, drawn from the author's personal experience regarding the planning, content and delivery, and evaluation of the course. I found this section of the book helpful as a summary of the areas to cover when undertaking this process. The two small case studies in the Appendix detailed the process followed in two very different environments (one academic and one commercial), and outlined some of the constraints which were met. Perhaps the book should have its own Web-based discussion site for readers to share their experiences of designing and running this form of learning.

Overall, I found the book helpful as preliminary reading for someone embarking on this process for the first time, and a useful tool for the identification of personal further development needs in this area. It contains practical advice written in an approachable style, and I am sure that I would have welcomed it several years ago when I first started working in this field. However, a word of warning about the price (£39.95), which seems rather high for an introductory reader of this type.

Anne Prest