The beginner tutor was unnerved by a dominant, critical student and by posting complexity, did not respond at times, and made no active contribution in the end phase¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A dominant student with a combating and critical tone gave the beginner tutor a major crisis, contributing to her marginal participation. → de Laat 2007

Evidence¶

de Laat 2007¶

de Laat, M., Lally, V., Lipponen, L. & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, vol. 35, no. 3, pp. 257-286. https://doi.org/10.1007/s11251-006-9007-0

q2 · i? · qualitative · r2

Critical event recall interview with the beginner teacher of NLC2, stimulated by content analysis summaries. She reported feeling overwhelmed by the complexity of postings and at times not responding because she felt she lacked the skills and know-how.

"One of the students was very dominant and had a very strong online presence, and had a very combating and critical tone in his messages towards me and gave me, at one stage, a major crisis."

Discussion¶

Related Claims¶

• Tutor behavior had a major impact on students' discussion behaviors, with dominant or passive tutors both failing to stimulate lively discussion — related
• Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis — related