Tutor Effectiveness: Conceptions of Student Teachers at Zimbabwe Open University in Masvingo (original) (raw)
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Training of Tutors of the Institute of Distance Education in teaching and learning methodologies
Formação de Tutores do Instituto de Educação à Distância em metodologias de ensino e aprendizagem, 2020
This research aims to describe the training of tutors from the Institute of Distance Education in teaching and learning methodologies. This is a descriptive study, of a predominantly qualitative nature. The sample selection was non-probabilistic and intentional, consisting of 128 tutors from the distance education institute of the Catholic University of Mozambique. For data collection, a self-assessment questionnaire was applied, consisting of 10 questions, of which, 6 questions whose objective is to assess the level of tutors' previous knowledge on the subject and describe the expectations of the tutors; 4 questions aimed at analyzing the tutors' opinions regarding strengths, weaknesses, and exploring expectations for future training. For the closed questions, the Lickert scale was used, having been classified from 1 to 4, in order to indicate the degree of disagreement, or agreement, in relation to certain statements. The data analysis was based on a methodological comparison with the information collected through the questionnaire. The main results point to the importance of carrying out systematic training, and the inclusion of assessment tools, which enable permanent training through continuous training. Although the tutors have some experience in the area, they still need this continuous training in order to act with proficiency in technology-mediated education.
Developments in information and communication technology provide new opportunities in the evaluation of educational processes. ePortfolios as one of these new opportunities are especially used for process evaluation. Anadolu University Distance Education System PreSchool Teacher Training Program (PSTTP) which closely follow developments in information and communication technology exploit the potential of ePortfolios. In 2000, PSTTP, which has a strategic role in Turkish Higher Education System, was established with the collaboration between Anadolu University and Minister of Education due the idea that it is not possible to train enough number of qualitative teachers via formal education. Since 2000-2001 academic year, approximately 26.000 teacher candidates registered to PSTTP and 15.000 teacher candidates were graduated. In ePortfolyo System which is implemented within the practice courses in PSTTP, PreSchool teacher were charged as tutors for guiding to the teacher candidates and academic staff of PSTTP organized an orientation program for these tutors. The opinions of tutors about training teachers via distance education effect the educational process of ePortfolio. In this scope, a questionnaire has prepared by researchers to determined tutors’ opinions and this questionnaire delivered to 210 tutors who participated the orientation program. 145 questionnaire was taken into consideration during the data analyze process. Statistical analyses of data are performed by using frequency and percentage distribution. According to the datas of this study, it is determined that tutors don’t have negative perceptions about training teachers via distance education, contrarily they declared that distance education should be supported.
2014
This survey was carried out at the Zimbabwe Open University`s Mashonaland East and West region and sought to establish the challenges affecting the full implementation of internet based tutoring in ODL. The population for the study was 28 tutors and 700 students. A stratified simple random sample by faculty of 50 respondents was used for this study. Data were solicited from the respondents through telephone interviews and questionnaires. Results from the study show that a number of factors have affected the full utilisation of internet based technologies in tutoring. Socio-economic factors such as salary levels of respondents and cost of the gadgets affect adoption and use of the internet based platforms. Most learners did not possess the basic ICT gadgets such as computers. The younger respondents, however, have embraced the electronic gadgets more than the older generation which is fearful of the new technology. The study, therefore, recommended that there be training in the basic...
Quality in distance higher education is one of the main concerns among institutions today. This study sought to explore students' experiences with quality tutorials in ZOU an open and distance education institution. The study employed the descriptive survey design and generated both quantitative and qualitative data using a questionnaire with both open-ended and closed items. A sample of 189 students was selected from a population of 1500 returning students using the purposive sampling technique. Data was presented in simple frequency tables and analysed thematically. The study found out that generally students were satisfied with the arrangements for tutorials as communication came on time and tutorial rooms used were seen as conducive. Students expressed dissatisfaction with the ability of their tutors to promote active adult students' participation, inconsistence in lecturer attendance, poor quality tutorial package, waning commitment, economic hardships and the failure to use modern technologies in tutorials. The study recommended the taking of urgent, bold and decisive steps to train tutors on adult and distance education methodologies and the use of modern technology in teaching. Further research need to be done on the quality of a tutorial package for distance learners and motivating adult learners.
Analysis of professional competencies and basic skills in distance education tutor tutorials
2021
This study aims to examine how the ability to apply professional competency tutors and how the ability to apply basic skills tutorial tutors Early Childhood Education Program in the Makassar Open University Distance Learning Program Unit. This research is type of qualitative research. Research sample consisted of six tutors as key informants. Purposive sampling technique is used with the consideration of key informants in the level II regional pokjar. Data analysis used four stages, namely identification, data reduction, interpretation, explanation, and conclusion. The results of this study indicate that tutors have tutorial readiness, tutors do not check module readiness and do not convey special competencies (KK), the presentation of material is still not optimal. The tutor does not provide apperception, the tutor is flexible and positive in the tutorial, presents the material using power points, the tutor has not maximized the assessment process or learning outcomes.
European journal of social sciences, 2019
Globally, business organizations are striving to at least meet customers' expectations or go beyond in their business transactions. This is made necessary by the fact that the quality of any organization's products or services is predicated on the extent to which they meet or surpass customers' expectations. This premise resulted in the crafting of quality standards that are legally enforced at government and corporate levels world over. Internationally, the ISO 21000 quality standards are observed by many countries including Zimbabwe. The corporate Zimbabwe Open University (ZOU) is on record for its enduring efforts towards quality service delivery. Quality Assurance and Control are an integral part of the University's Cooperate Strategy. The University seeks to achieve world class university standards in all of its sub-processes with the prime aim of delighting its stakeholders (ZOU, Quality Policy Procedure Manual, 2013). Several researches were carried on ZOU sub-processes like the quality of tutorials and student services. Little research was carried out on the quality of the teaching-learning inputs the University avails to its tutors. This gap gave birth to this study. The study established that the ZOU Bulawayo Education Department was generally doing well in the orientation sub-process, distribution of modules, and the dissemination of information to tutors. Nevertheless, weaknesses were noted in the following subprocesses; the provision of instructional media and technology, orientation of tutors in on-line assignment marking and orientation in the use of Library and Information Services.
The Independent Journal of Teaching and Learning , 2021
Online tutorials (e-tutorials) have the potential to address challenges that higher education has grappled with for many years, and even more so in the context of the COVID-19 pandemic. In South Africa, increased access to higher education by members of previously disadvantaged groups has caused severe strain on existing infrastructure and posed new challenges for lecturers in the classroom. E-tutorials do not only address infrastructure challenges related to the shortage of physical learning space in universities but also create a platform where students can engage with learning content outside the classroom. This study seeks to investigate the experiences of tutors engaged in an online tutorial programme at a rural university campus in South Africa. We deploy a qualitative approach to make sense of the experiences of the tutors for purposes of developing a focused online tutorial training programme. Data were gathered from selected participants using structured questionnaires. The questionnaires were analysed using the five stages of Salmon's e-moderating framework. The limitations of the study include the limited population sample and the rural context in which the study was conducted. As a result, the findings of the study may not be generalisable to other, non-rural contexts. The findings indicate that tutors need specific training to effectively facilitate learning in an online environment. 1
Contribution of Online Tutoring in Promoting the Quality of Distance Learning for Moroccan Teachers
International Journal of Engineering Pedagogy (iJEP)
This paper aims at highlighting the contribution of online tutoring to the quality of distance learning (DL) and its effect on the progress and success of learners. The aim is, therefore, to judge the role of the tutor and the effect of his or her intervention on satisfying the real needs of Moroccan teachers in terms of learning during continuous training in DL mode. This study is grounded on a literature review regarding the effectiveness of tutoring and the qualitative analysis of data collected from a series of semi-structured interviews with actors (N=20) involved in the DL of Moroccan teachers. This study was achieved by the analysis of the results of a questionnaire returned by teachers (sample n=180) who were beneficiaries of the DL entitled “Communication in the Classroom,” which was provided by the Distance Learning for Students, Teachers and Professionals Association (FADEEP). The results emphasize the importance of factors relating to the effectiveness of tutoring in the...
TANZANIA 2015 ii CERTIFICATION The undersigned certifies that he has read and hereby recommends for acceptance by the Open University of Tanzania a dissertation titled private tutoring and distance learning process at the Open University of Tanzania in partial fulfillment of the requirements for the Degree of Masters of Open and Distance Learning of the Open University of Tanzania ……………………………………………… Dr. M. W. Ng'umbi (Supervisor) ……………………………………………… Date iii COPYRIGHT No part of this dissertation may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the author or the Open University of Tanzania in that behalf. iv DECLARATION I, Joseph Kabage, do hereby declare that this dissertation is my own original work and has not been submitted for a similar degree at any other University. ……………………………. Signature ……………………………. Date v DEDICATION This dissertation is...
Universal Journal of Educational Research, 2021
The need to improve students' academic performance is paramount to distance learning educators. This study investigated the effect of face-to-face tutoring on academic performance of distance learners in the University of Cape Coast. Descriptive survey design with a quantitative approach was employed, using a sample of 1,491 out 44,134 students. A questionnaire developed by Gow and Kember was adapted and used for data collection. Both descriptive and inferential statistics were employed to analyse the data. The findings revealed that, all the eight elements used to measure students' perception on tutoring scored above the statistical mean threshold of 3.0. The findings further revealed that there were no statistically significant differences in the performance of students with negative or positive perceptions towards face-to-face tutoring. Though the predictive effect of tutoring on academic performance was positive, the findings further established that only three elements ...