ABSTRACT
This Chapter contributes to the academic literature by exploring e-tutor competences through the lens of emotional intelligence theory. It discusses a developing literature base regarding the competences and skills required for effective tutoring in higher education, online and blended learning contexts. Further, it considers the influence of tutor beliefs and perceptions on practice. The Chapter suggests aspects of theoretical triangulation within distance education and emotional intelligence academic literature, and the growing body of empirical work exploring the roles and competences required of e-tutors in online and blended learning environments.
