Abstract
This paper describes effective practice in online tutoring in a first-year, large-enrolment undergraduate unit. The role of the Online Tutor is to complement face-to-face learning and to support students who are new to online learning and starting to develop independent learning skills appropriate to university study. The paper explains a set of effective practice principles for online tutoring, which underpin the role and have emerged through several iterations. The principles are discussed and exemplified, and parallels are drawn with the online tutoring qualities articulated by Macdonald (2006). Evidence for effective practice is presented in the form of usage data and student evaluations. The paper provides support for the concept of the Online Tutor as a facilitator of student independent learning in a context where the online interaction occurs primarily between students and the tutor.
Keywords
Online tutor, effective practice principles, independent learning.