This research examines the practical knowledge of educating of 24 tutors who are educating on university courses involving face·to·face on study. The tutors are asked about how they think about study technologies and how they proposal the plan and educating of their courses across these two circumstances. Results show that there are qualitatively different ways of reasonable about study technologies that relate logically and positively to qualitatively different ways of planning and educating using study technologies. The results have suggestions for tutors and those interested in maximizing the probability of study for university students when tutors teach with study tech nologies.
