E-tutorial support for collaborative online learning: differences between experienced and non-experienced e-tutors

This study investigated differences between experienced and non-experienced European e-tutors in their support of online collaboration in practice. We developed a questionnaire e-tutors had to fill in to evaluate specific collaborative activities and to answer yes/no-questions regarding their intervention to support these collaborative activities. 78 e-learning experiences from 17 different European countries were included. Cluster analysis was conducted to cluster e-tutors into sub-groups that have similar response patterns. Results indicated two clusters, namely cluster 1 with experienced e-tutors and cluster 2 with less experienced e-tutors. E-tutors of cluster 1 evaluated collaborative activities more important than e-tutors of cluster 2 and they intervened more often to foster such activities. These findings show the importance of expertise in e-tutoring: E-tutors with experience consider more deeply the importance of specific cognitive activities for effective online collaboration, they are more familiar in detecting dysfunctional social phenomena and in adequately intervening to avoid such phenomena.