(1687)DIFFERENCES BETWEEN EXPERIENCED AND NON-EXPERIENCED EUROPEAN E-TUTORS WHEN FOSTERING COLLABORATIVE ONLINE LEARNING

摘要

This study investigated differences between experienced and non-experienced European e-tutors in their support of online collaboration. Seventy-eight e-tutors from 17 different European were asked to evaluate the importance of specific collaborative activities to support online collaboration, and reported their intervention to foster such activities. Cluster analysis yielded two groups of e-tutors that have similar response patterns: E-tutors of cluster 1 evaluated collaborative activities more important than e-tutors of cluster 2 and they intervened more often to foster such activities. The clusters were compared on past experience of e-tutors and feedback practices. The findings show that e-tutors with experience consider specific cognitive activities as more important for effective online collaboration, and they are more familiar in detecting and adequately intervening to avoid dysfunctional social phenomena. Our discussion focuses on the implications of experience on the way to support online collaboration and on the relevance of e-tutors training.