Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/27173

Online Training for Tutorial and Mentoring Services: Developing Self-Paced Web-Based Training for Student Tutors at the University of Hawai‘i Maui College

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ballao-tcc-presentation.pdf TCC Online Conference presentation PowerPoint 1.78 MB Adobe PDF View/Open
ballao-research-paper.pdf Main article 365.83 kB Adobe PDF View/Open

Item Summary

Title:Online Training for Tutorial and Mentoring Services: Developing Self-Paced Web-Based Training for Student Tutors at the University of Hawai‘i Maui College
Authors:Ballao, Kealii
Contributors:Leong, Peter (instructor)
Keywords:online training
professional development
tutoring
mentoring
tutoring cycle
Date Issued:18 Apr 2013
Citation:Ballao, K.Z. (2013, April 18) Online Training for Tutorial and Mentoring Services: Developing Self-Paced Web-Based Training for Student Tutors at the University of Hawai‘i Maui College. PowerPoint presented at 18th Annual Technology, Colleges, and Community Worldwide Online Conference.
Abstract:Web-based training is fast replacing face-to-face training because an online training module can be distributed across an entire organization to increase worker skills without requiring individual sessions or costly scheduling. At the Learning Center at the University of Hawai‘i Maui College, low attendance to training sessions impedes tutor productivity, and consequently lowers the quality of student support. Therefore, the purpose of this instructional design project was to develop an effective and self-paced web-based instruction to train student assistants on tutoring and mentoring skills. The 1.5-hour module was created through the Canvas learning management system, as well as web and video editing software, and Web 2.0 technologies—Wordpress and YouTube. To facilitate learner comprehension embedded quizzes or ‘Skills Checks’ were required to test their knowledge before allowing participants to continue on to subsequent sections. To increase learning engagement without a live trainer, such features were included: community-building discussions, animated diagrams, and video-based instructor introductions and tutorial scenarios. In the pre-module survey, participants specified that web-based training sessions could replace face-to-face training only if engagement would be comparable. The results of the post-module survey indicate that well-designed and engaging web-based training could supplement but not replace face-to-face training.
Pages/Duration:12
URI:http://hdl.handle.net/10125/27173
Rights:Attribution-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nd/3.0/us/
Appears in Collections: ETEC 690, Spring 2013


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