The evaluation of the tutor support in a distance learning institution. Publication of the conference proceedings, The 9th Cambridge International Conference on Open and Distance Learning: United Kingdom: Cambridge University Press. ISBN 0749245425 (original) (raw)
AI-generated Abstract
The paper evaluates tutor support in distance learning institutions, particularly focusing on the Open University (OU) UK, where it highlights the critical role of individualized tutoring and counseling in enhancing student success. It discusses historical context, the evolution of student support systems, and identifies significant areas for improvement, such as better management of student workload and more effective tutor-student interactions amidst complex learning environments.
Sign up for access to the world's latest research.
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Related papers
Rethinking learner support in the Open University UK: a case study
This chapter reviews the change of factors both internal and external that makes imperative a review of the ways in which learners are supported in the OU UK, and by extension more widely in open and distance learning. The factors include, from within the institution: declining retention figures; the nature of learner expectations in the change of status from 'student' to 'customer'; changes in the division and distribution of labour brought about the ICT; pressures on costs and the effect of competition; and from the external perspective the nature of consumer behaviour; the deterioration of time available for study with the increase of long working hours; difficulties with space for study in the context of increasing domestic overcrowding; and changes in the characteristics of learner populations with the impact of lifelong learning as governmental policy arena.
Student Support Services for Success in Open and Distance Learning
In distance learning the basic teaching material has always been in the form of some kind of text, whether that has been in print or online, or presented via podcasts or radio and television broadcasting. But many distance institutions recognised that the distance education deficit required some other forms of provision or back-up apart from a text. That back-up is generally called ‘Student Support’. Ormond Simpson discusses ‘What qualities and skills do students need to succeed in a distance learning environment?’ in this series of EdTech Notes.
A Summary of the Instructional System Used by the Open University in Great Britain in 1971
1971
The instructional system being used by the Open University in Great Britain this year is unique: no other institution of higner education in the world has such a system. It is also the most advanced and sophisticated multi-media instructional system being used to teach large numbers of students at a distance. This paper describes the system's characteristics and the major learning resources available to Open University students, and indicates how the..course units in particular . have been developed. The integration of these resources into an instructional system providing university education throughout the British Isles is outlined. Some details are provided of the steps being taken or being planned to evaluate the effectiveness of the system. September 1971 FILMED FROM BEST AVAILABLE COPY 41e A SUMMARY OF 11M INSTRUCTIONAL SYSTEM USED BY THE OPEN UNIVERSITY IN GREAT BRITAIN IN 1971
This article explores the provision and effectiveness of student support in higher education through a review of literature and a case study of the support available to students in one English post‐1992 university. Our investigation focuses on students’ awareness and experience of both university‐wide student support and guidance services and the more localised departmental support provided by tutors and study skills advisors. Data were collected through focus groups and a follow‐up questionnaire to students and semi‐structured interviews with academic staff. The findings indicate low awareness and little take‐up of institutional support services and high take‐up and generally positive experiences of departmental support. However, within this generally positive trend, there is some variation in individual experiences of accessing and using departmental support. Suggestions for improving support stress that consistent and equitable support for all students should be equally available and accessible across all the campuses of a university
Online Submission, 2010
This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student retention and success outcomes. The evidence offered varies across summations and includes both student satisfaction and student success data presented in a range of formats: statistical, evaluative comments and personal narratives. Where possible-and this can depend upon the different management systems used by different institutions which allow TLAs access to different types of information and analysis-more than one form of evidence is provided to add strength and rigor to the results described. In some summations, this is already available; for others, it represents the next evolution of the process. The range of initiatives included in this edition are described here to facilitate shared learning amongst tertiary educators, to enhance understanding of strategies that make a difference to student learning, and to promote the use of methods that have been shown to effect better retention and completion rates for students in tertiary education. The summations were written by 16 TLAs from six different tertiary institutions during a twoday "writing hui" that was held in Tauranga.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.