The introduction of elearning often leads to an increase in the time staff spends on tutoring. To alleviate the workload of tutors, we developed a model for organizing and supporting learner related interactions in elearning systems. Furthermore, the model addresses the needs of learners, who want to receive personalized, individual feedback. It builds on the assumption that it is not necessary always to tie the role of a tutor to an institutional person. ‘Any’ person who is sufficiently competent and/or has adequate tools should be able to act as a tutor. The model operates at two levels. At level 1, depending on the type of interaction, prospective tutors are identified, based on a combination of workload and competency indicators. At level 2 the prospective tutors become the actual tutors; this is done, by empowering them with tools and guidelines for the task at hand. The paper first will situate the model and the type of interactions envisaged. Next, for one kind of interactions, answering content related questions, we will review a set of existing approaches and emerging technologies and analyze the model in detail. Finally, we evaluate the model by discussing how the model matches our requirements.
- Lifelong learners
- Tutor workload
- Peer support
- Learning Technology Standards