Books. How to be an Online Tutor

Citation

(2001), "Books. How to be an Online Tutor", Education + Training, Vol. 43 No. 1. https://doi.org/10.1108/et.2001.00443aad.001

Books. How to be an Online Tutor

Books

How to be an Online Tutor

Julia DugglebyGower2000ISBN 0 566 08247 0£39.50

Keywords: Internet, Trainers, Teachers, Learning styles

There can be little doubt now that the Internet represents a revolution for the learner. It also represents a sea-change in the way that learning is delivered and supported and the consequent skills and techniques needed by the tutor, trainer, lecturer or teacher. Duggleby sets out to provide a practical guide to anyone thinking of developing online courses. Her underpinning rationale is that online learning has the answer to many of the problems that characterize distance learning more generally (e.g. learner isolation, slow feedback, etc.). Although this rationale is outlined, it was a shame it was not argued through and discussed in rather more detail.

The book's main focus is on delivering courses entirely online. This is an ambitious goal. As a result the book embraces everything from instruction on how to use e-mail, good practice for the design of training sessions, the use of distance learning materials, and the whole range of application issues in relation to online learning more particularly. The strengths of the book, though, are in those sections which address the issues surrounding supporting learners engaged in online learning. Indeed, this could have formed the focus of the book. It would have allowed more discussion on the complexity of conferencing, for example, critical if something approaching a "virtual" community of learning is to be created. Can the "virtual pub" really foster and facilitate the social side of learning, so important for many adult learners?

Within the context of a growing library of resources (both conventional and Internet based) on online learning, this book's real value will be as a "starter" for those considering translating what is already done in terms of training and facilitating learning into an online environment, either in the conversion of existing courses or in the creation of new ones. Indeed, with its useful section of potentially useful educational Web sites and notes of guidance on how to evaluate their potential as learning resources, the book will be of value to anyone who wishes to use the Internet to enhance the face-face courses they teach. Overall, the book is to be recommended for those tempted by the richness of the resource that the Internet promises. A word of caution, though, and one which Duggleby might usefully have weaved into her guide. Any tutor seeking to utilise the Internet for learning needs to be equipped with plenty of stamina and patience. The technology has a habit of letting you down at crucial times. Initial enthusiasm can be undermined by technical glitches, which prove frustrating to both learner and tutor. But, as Duggleby's book clearly testifies, the rewards are worth the effort.