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)

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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.

Figures (26)

Table 1: Profile and number of students interviewed

The deep and surface approach to learning was first introduced by Marton and S4ljé in the 1970s. Ramsden(1988) provides a summary of the two approaches: ' want to suggest that the University requires a deep learning approach, but that the three sroups dealing with the Assessment in Education assignment, took a surface approach. The issignment demanded that students go beyond ‘the signs’, and extrapolate the principles from he material as a whole. Students were unable to do so, and looked instead for the discrete -lements. Clearly the numerical cue of “five” was important for students. Their previous study experiences primed them to look for a list in the material with the number “five” in it. n particular, the group who ended up listing assessment methods in their assignment, saw the ask as an external imposition, with no thought as to how it may improve their own teaching yractice.

Figure 1.Drag-and-Drop COOLTool

The Typist tool in Figure 2 shows the next level of the interactive tools for students to practise APA referencing. While the main COOLTool focusses on referencing styles for individual referencing entries, the Typist tool was created to help students move to the next level - compiling a reference list, and a title page - without Ieaving the site. Once again, feedback and hints were provided.

Table 1: What are the most important qualities and skills a tutor should possess? - the students’ and tutors’ perspectives. Particularly interesting is the indication that tutors do not regard ‘knowing the subject’ as important as students; tutors give this a rating of 4 rather than the score of 1 shared by both conventional and e-students. Previous work confirms that students expect tutors to be knowledgeable and know the course intimately and see the tutor as the subject expert with high level cognitive skills. They see a tutor’s skills as ‘knowledge-based’ and tutorials as relatively didactic tutor-centred occasions for students to assimilate what they traditionally understand as ‘knowledge’ — quantitative data as a set of facts, which can be applied (Stevenson op.cit). Those tutors who responded to our survey may, on the other hand, be more ‘progressive’ and focus on the learner rather than a traditional ‘teacher’, seeing themselves as facilitators of students’ learning rather than the all-knowing expert. The facilitative style is not always easily undertaken by tutors as Brew and Wright discovered in a survey of the teaching style of UKOU tutor-counsellors (Brew and Wright®). While some early online teaching merely replicated traditional didactic styles by, for example, placing traditional materials on the web, there is great potential for electronic media 'to facilitate a migration from traditional didactic modes to more learner-managed learning modes if teachers and designers wish to take such a journey' as Coomey and Stephenson discuss in their paradigm grid for online learning (Coomey and Stephenson 2001°)

Table 1 Responses to WebCT evaluation questionnaire

Technology in distance education In the traditional on-campus situation technology is used to support teaching and learning, but in distance education, technology is used to deliver the course (Billings 1996:263). <A distance-learning programme has unique challenges related to the characteristics of students and the geographic distance between lecturers and students (Coleman, Smith, Alexy & Palmer 2001:9). The use of technology is a significant means to increase access to adult education. This is the case at the University of Pretoria. Each school of nursing needs to explore its own needs and resources to determine how and to what extent it can deliver education via distance technology (Distance 2000:117).

The lecturer is in the Telematic studio during the broadcast. She introduces the video and has a short discussion with students regarding the content. The video is then shown and afterwards the students may ask questions by making a phone call. The lecturer then repeats the question, as students at the other centres cannot hear the question, before she answers it. It is however required of students to come to the broadcasts prepared. They should have gone through the learning content, read articles, textbooks and used other prescribed and supportive material to enable them to follow the broadcast and add to their preparation. This issue will be addressed further on in the paper. The use of video technology for distance education became popular because it provides more of the traditional classroom “feel” as the lecturer can be seen on screen, and the students are able to communicate with the lecturer by means of audio interaction (Armstrong et al 2000:64). Currently one-way pre-recorded video, one-way video and two-way audio is used. Six subjects/courses are being televised by means of satellite television. Those students, who have access at their homes to this type of technology, are able to watch broadcasts from home and contact the lecturer by means of the telephone. Nine viewing centres, in three provinces (see figure 2), are available to students who are not able to watch broadcasts from home.

Lecturers concerned with Telematic Education at the Department of Nursing attended a course in Television Presentation in March 2001. This was unfortunately only after they have already been presenting courses by means of Telematic broadcast since 1996. The programmes are still being presented and due to the training the lecturers now have future products that will be of a better quality.

Figure 3: The flexible learner (Department for TLE! at UP)

Table 1 shows the enrollment of the Graduate School by location. “Main campus only” means that the graduate students study at the Tsukuba Campus only. These are full time students and some adult learners who live or work near the Tsukuba campus. “Main campus and satellite office’ means that the graduate students sometimes study and take a class in Tsukuba depending on the subject. In many cases, the students go to the Tsukuba campus to take intensive classes or to take a few classes once a week. “Satellite office only” means that the students study at the satellite office only, and they do not go to the Tsukuba campus to attend classes. In 2000, the university established the Graduate School of Information and Media Studies for doctoral students and opened a satellite office in Tokyo, one hour by train from its main Tsukuba campus. At the satellite office, some professors teach classes, while others teach classes by teleconference system from Tsukuba. One specific aim of the university was to accept adult learners, especially incumbent librarians and incumbent workers in the information industry.

The University has established Telelearning Centres to provide for state-of-art hardware and software, computing and communications facilities to students (Figure 2). The emphasis is on enabling learners to independently access learning resources and participate in synchronous and asynchronous interaction. The components of the learning package include: live, satellite-based teleconferencing lectures; recorded lectures; practical laboratories; CBTs; internet learning resources; on-line interactive chat groups including members of the peer group, faculty and external experts.

Satellite-mediated teleconferencing is being widely used by the University and other user agencies. Client groups have considerably expanded in terms of range of applications sought and size of audience reached nationwide or region-wide for training provision. Reaching the disadvantaged in remote and educationally backward districts has been a major emphasis area. The University has established technology-enhanced learning centres in such districts across the country.

TABLE II: Demographic Details of the Sample

TABLE IV: Preference of Aged Distance Learners

This shows that good number of aged learners are continuing their studies further. Most of the programmes are either one-semester/year duration, where reregistration is not required for continuation. Among the above, there are programmes like BPP,BDP,DIM,MBA,MCA,BSc(N), BTS and ADCM which need reregistration. This will show whether they are capable of or their interest is sustained to continue further. The reregistration data for this is analysed in respect of how many have paid fees for one semester/year, and continued further. It is given in following Table.

TABLE 1: RANGE OF RESPONSES TO ITEMS IN THE ACTIVITIES When the responses of 1998 and 1999 are compared, there is no significant difference. Learners in general reviewed the various statements positively. This indicates that the activities were sufficiently challenging to hold their interest, that learners understood what was required and that the activities were relevant for their practice. Learners responded less positively to the writing of their own case studies. The vast majority of learners who were studying through their second or third language may account for the difficulties experienced in writing the case studies.

TABLE 2: RESPONSES TO GENERAL COMMENTS OF THE ASSESSMENT SYSTEM

Referring to the learners’ initial knowledge of Personnel Management, only 10,6% and 11,4% rated their management competence before completing the activities in the assignment as good or excellent. Regarding the statement “I feel better equipped after completing the assignment”, 97,3% and 99,6% indicated agreement during 1998 and 1999 respectively. As was mentioned earlier, the activities in the assignment required learners’ active participation in various management areas. The successful completion of these activities contributed to the learners’ experience of increased competence. In providing a learning environment which supports higher-order critical skills, learners developed metacognitive skills that enabled them to learn in various situations in which they might find themselves as professionals (cf Hobson 1996:56). These skills entail the development of thinking and decision-making skills and skills for evaluating their actions (Hobson 1996:56).

Fig. 1: Dual structure of OET

The objectives for the international modules are that through the utilisation of the telelearning tools, the participants themselves learn to make a self-assessment of telelearning. Here you will be given the opportunity to both discuss in groups and try out the possibilities and constraints of computer supported communication as a learning and teaching medium.

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