The use of technology in psychotherapy training: some research-informed reflections part 5
The tutorâs role
It could be easy to presume that the tutorâs role in an online environment is simpler than in a live classroom but theorists are clear that this is not so. For example, De Gagne & Walters (2009) say that tutors “visibility in an online class plays a critical role in greater participation, teamwork, respect, and commitment from students”. Volery (2001) sees the tutor as being a “learning catalyst and knowledge navigator”
Daly et al. (2006) highlight a potential issue:
âStudents might be wary of making incorrect statements which are then picked up by the tutor and tutor comments might staunch discussion even when this approach might be purely facilitative and raise further questions. Furthermore, tutor involvement may negatively impact on the development of new student conceptions of âthe self-as-learner as an individual in relation to othersâ.â
Wiecha & Barrie (2002) make the point that using this medium for training allows for quick assessment of educational needs which can lead to rapid adaptation. This shows the need for tutors to be active in monitoring what is happening in their online environment.
