E-Tutors

JORDAN OPPORTUNITY FOR VIRTUAL INNOVATIVE TEACHING AND LEARNING

(Cattero, Vuorikari & Punie, 2017) The continued use of this digital competence framework allowed for a consistent approach to evaluation and made use of an existing, proven tool, (albeit slightly modified as explained below) rather than using resources to create new tools from the ground up.

Adaptation of the DIGCOMP tool For the purposes of the JOVITAL VCLs, three of the five JISC DIGCOMP areas held particular interest - Information and data literacy, Communication and collaboration and Problem solving. Content Creation and Privacy were not examined as these elements did not align to the needs and purpose of the JOVITAL project delivery and it was felt that questions within these areas may have caused confusion or detracted from the intended data collection.

The JOVITAL evaluation reports thus offers summaries of the findings based upon surveys conducted using the modified DIGCOMP model, as well as qualitative interviews conducted.

As part of JOVITAL project’s delivery of Virtual Collaborative Learning (VCL) experiences to partner university students in Jordan, an ‘E-Tutor’ training and model was adopted.

E-tutors form an essential part of the JOVITAL model, allowing for peer assistance within a Virtual Learning Environment (VLE) without the direct input of a teacher/lecturer/professor. The E-Tutors role served as a valuable interface between the learners and teacher/lecturer/professors, acting as facilitators in VCL spaces that often involve very high numbers of students to one member of staff, and that require intensive exchange and continuous communication between students working in small groups to achieve common learning objectives.