Tele tutoring

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Tele-tutoring or online tutoring (also e-moderation) is one of the new forms of learning ( e-learning ) and represents a further development of conventional distance learning . Tele-tutoring is particularly differentiated from the other offers by the fact that There is always the possibility of contacting a supervisor or student.

Development of tele-tutoring

The historical development of tele-tutoring is based on the term in the broadest sense, i.e. on the concept of learning with computer assistance, and starts very early with the first learning programs. The development can be roughly divided into three phases:

First phase

This phase begins in the 1950s and extends into the first half of the 1970s. From a learning theory perspective, this period was characterized primarily by behaviorism . Behaviorism is characterized by the fact that the learner perceives it as a reaction to certain stimuli and reinforcements of the desired behavior. The role of the learner is passive. The teacher is regarded as the authority who rigidly and instructively specifies the sequence of the learning content. At the beginning of the 1960s, calculating machines were used for learning and teaching processes. However, no complex learning programs could be implemented with it.

Second phase

In the second phase, which continued into the early 1980s, the behaviorist theory turned into a cognitive one. The Cognitivism moves the active thinking and processes of understanding the learner to the front. Learning thus becomes an active and independent processing of external stimuli. It was at this time that the first microprocessors were developed , which ultimately also promoted the use of technologies in education.

Third phase

This phase continues to this day and is mainly characterized by the development of tutorial systems. The multimedia preparation of learning content and learning in networked environments are the results of the efforts. It should be noted that forms of e-learning , such as tele-tutoring, have developed from distance learning. The rapid development of the Internet in the 1990s helped to achieve the great breakthrough in computer-mediated communication . “Thanks to the worldwide networking of computers, contacts and access to information are available regardless of time and space. Internet-based learning environments ( learning platforms ) were developed from the simple computer conference systems. ”In addition to cognitive theory, constructivist approaches can increasingly be recognized. The Constructivism also has the internal processes of understanding the focus, but the emphasis here is on the acquisition of knowledge.


In general, telecommunication learning refers to a form of learning in which communication via telecommunication techniques - such as B. Internet, e-mail , etc. - takes place. Telecommunication learning thus also includes tele-tutoring. Tele-tutoring represents a further development of conventional distance learning and is distinguished from the other offers in particular by the fact that there is always the possibility of being able to contact a supervisor or student. In particular, contact with the supervisors, the so-called tele-tutors, is not available in all forms of e-learning. In addition, tele-tutoring is characterized by the fact that the learners mainly deal independently with certain learning content . This allows the learner to acquire skills and knowledge independently and at a self-determined learning pace. Since the participants are looked after by tele-tutors, it is possible to better counteract problems, since the support of the supervisor can be requested in the event of difficulties.

Tele-tutoring parameters

This virtual type of teaching is determined by various parameters. On the one hand, of course, there are the technical possibilities of the system. In addition, the degree of supervision and the duration of the transfer are decisive for the learning success. In the best case, the cooperation looks like that the technical possibilities enable a synchronicity of the tutorial support. In the best case, these three parameters should be equally pronounced. Then a relationship between all participants is possible, as is the use of simultaneous (synchronous) media.

Advantages of tele-tutoring

Learning on a telecommunication basis is becoming more and more important because it guarantees flexibility . Only in the rarest of cases are several attendance appointments required or specifications made for the learning workload. This has many advantages for people who are already working and who want to continue their education as part of their job or who simply want to gain new knowledge. It is also cheaper than other learning methods.

Further advantages of e-learning compared to normal face-to-face events:

Face-to-face session E-learning
Accessibility limited permanent
Result measurement difficult given by test
Social contacts high limited
Initiative low high

The main advantage is the independence from time and place. Thus, education is made accessible to a larger number of interested parties. Of course, you have to note that all evaluation criteria can be interpreted individually and that a learner can also show a great deal of initiative in a face-to-face event or friendships are created through an e-learning event. It can also be observed again and again that inhibitions are broken down through the use of media communication methods and that some participants speak up more openly and extroverted.

Disadvantages of tele-tutoring

A big problem is to keep the motivation of the learners at a constant level. It is important that there is constant communication , regardless of the form, since without the regular, written contributions, interest in learning is easily lost. The problem that agreements are not kept also often occurs when working in virtual groups. Such a problem cannot be resolved as quickly as with normal seminars. The same applies if a single participant no longer takes part in the action. On the other hand, the experience has already been made that some participants appear so dominant that others no longer dare to make a contribution. Misunderstandings, insults and incomprehensible contributions are also problems with a virtual seminar. It is not always easy for the tutor to intervene successfully or to be more preventive. He has the opportunity to describe the problems, investigate the causes and perhaps intervene. But for this there must be a basis of trust from the outset so that the participants can turn to the tutor with their problems. In addition, he should point out this type of problem from the outset and demand fair behavior from the participants. But even these measures do not guarantee that everything will go smoothly.

Tele tutors

Virtual learning or learning with the help of multimedia systems has long since ceased to mean that the learners are on their own and have no outside help to expect. A certain degree of self-directed learning is expected, but behind every good course there is also a teacher who will help with problems and guide interested parties through the topic. The autodidactic form of knowledge acquisition no longer exists in most cases. Tele-tutors are "people who design learning scenarios in virtual educational offers and who supervise and support the learners in their learning activities as well as advise them on content [...]". The success of such a course is also largely shaped by the use of the tutor. However, the commitment no longer primarily relates to imparting knowledge, but to actively accompany the learners in their development and to be open to questions with their competence. Furthermore, the tasks can be divided as follows:

  1. Design of the virtual learning environment → media skills
  2. Support in self-directed learning → didactic and methodical skills
  3. Establishing contact with fellow learners → social and communicative skills
  4. Support in the technical examination of the content → didactic-methodical skills
  5. Help with technical problems → technical skills

See also


  • Claudia Wiepcke 2008: Gender-sensitive teletutoring for target groups who are used to learning. Blended learning for reintegration into work; in: Online Tutoring Journal 02/2008, Online

Web links

Individual evidence

  1. a b c d e f Meikel Peters: Concepts of terms and development history of e-learning ( Memento of the original from July 2, 2007 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (Seminar paper; PDF; 144 kB) @1@ 2Template: Webachiv / IABot /
  2. a b Olaf Zawacki-Richter: change the tutors function in a new form of distance education . In: U. Bernath (Hrsg.): Online Tutorien - Contributions to the special congress “Distance Learning” of the AG-F as part of LearnTec 2002 . Oldenburg 2002.
  3. a b Andreas Schelten: Telecommunication learning ( memento of the original from March 20, 2005 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. . Steiner, Stuttgart 2000. @1@ 2Template: Webachiv / IABot /
  4. Rudolf Schröder, Dirk Wankelmann: Theoretical foundation of e-learning didactics and the qualification of e-tutors . Scientific work within the framework of the "Leonardo Project", University of Paderborn, 2002, p. 13.
  5. ^ A b Reiner Neumann, Ralf Nacke: Corporate E-Learning. Strategies, markets, applications . Gabler Verlag, Wiesbaden 2002, ISBN 3-409-11847-0 .
  6. Jörg Zumbach: eTutoring - tasks and requirements for a new field of activity . elearning Expo, 2003.
  7. a b Patricia Arnold, Gerhard Zimmer (ed.) U. a .: e-learning. Handbook for universities and educational centers. Didactics, organization, quality . Education and Knowledge, Nuremberg 2004, pp. 141–146, ISBN 978-3-8214-7235-5 .