The student view of tutorial support: Report of a survey of Open University Education students

Morgan, Catharine; Morris, Glyn

doi:10.1080/0268051940090104

Cited by 16 publications

(4 citation statements)

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“…This suggests that the tutor has to be interaction would improve the student-tutor relationship. careful about maintaining the balance between creating a Morgan & Morris (1994) undertook a survey to discover supportive environment and creating dependency. A what 54 Open University post-foundation education studmodel of supportive learning may help in the preparation ents felt about their tutorial support in Wales.…”

Section: Range Of Functionsmentioning

confidence: 99%

Supportive learning in distance education

Lawton¹

1997

Journal of Advanced Nursing

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This paper argues that tutorial support should enhance the learning experience of students who enrol on a distance education programme. A rationale for such support is given as well as a definition of support for distance learners. The complex role of the tutor in distance learning is described which suggests the need for tutor preparation, particularly for tutors adapting to this mode of course delivery. The paper reports on two existing models used within distance education which have focused on the outcome of study. The paper introduces an alternative model of supportive learning which focuses on the development of the educational experience throughout the length of a distance-learning course.

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Section: Range Of Functionsmentioning

confidence: 99%

Supportive learning in distance education

Lawton¹

1997

Journal of Advanced Nursing

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“…The purpose of these tutors seeking evaluation of their tutorials reflects their interest in improving their tutoring (see Morgan and Morris 1994;Naylor, Cowie and Stevenson 1990a;Cowan 1994;Phillips and Stevens 1996). This point is important; and managers of tutors seeking to improve quality of tutorials should note the bene-54 Open Learning June 1997 fits mentioned by these authors that result from encouraging evaluation of provision rather than demanding it.…”

Section: Paul Naylormentioning

confidence: 99%

ELPO ‐‐ a model that uses student feedback to develop effective open tutoring

Stevenson¹,

Sander

Naylor³

1997

Open Learning: The Journal of Open, Distance and e-Learning

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“…Leur rôle demeure toutefois davantage réactif que proactif. Malgré le fait que plusieurs étudiants y accordent de l'importance (Gagné et collab., 2002 ;Morgan et Morris, 1994), le tutorat individuel demeure généralement peu utilisé par les étudiants (Glikman, 2002). Par exemple, au Cégep@distance, pour un cours donné, il y a en moyenne 1,6 communication entre un étudiant et son tuteur (Ricard et Malaison, 1996).…”

Section: Contexte Théoriqueunclassified

L’effet du tutorat individuel sur le sentiment d’auto-efficacité et la persévérance en formation à distance

Poëllhuber

Chomienne²,

Karsenti

2013

rse

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Issue des préoccupations concernant l’abandon en formation à distance, la présente recherche vise à explorer les effets de l’introduction de mesures de tutorat individuel sur le sentiment d’auto-efficacité et la persévérance des étudiants. Une méthodologie mixte a été utilisée, en recourant à une étude quasi-expérimentale menée auprès de 778 participants et à l’analyse d’entrevues individuelles téléphoniques. Les taux de persévérance ont été plus élevés dans le groupe expérimental où des mesures de tutorat individuel ont été introduites. L’analyse qualitative montre que les interventions des tuteurs des groupes expérimentaux ont été bien perçues et favorisent les contacts ultérieurs entre tuteurs et étudiants.Inspired by concerns about the issue of dropouts in distance education, this study explores the effects of individual tutoring measures on the students’ self-efficacy beliefs and persistence. A mixed methodology was used, with a quasi-experimental study of 778 participants and an analysis of individual telephone interviews. Persistence rates were higher in the experimental group where individual tutoring was introduced. The qualitative analysis demonstrated that the tutors’ interventions were well received and contributed to further contact between the tutors and the students.Partiendo de las preocupaciones acerca de la deserción en formación a distancia, la presente investigación tiene por propósito explorar los efectos de la introducción de medidas de tutoría individual sobre el sentimiento de autoeficacia y la perseverancia de los estudiantes. Se utilizó una metodología mixta por medio de un estudio cuasi-experimental que se llevó a cabo con 778 participantes y de un análisis de entrevistas individuales telefónicas. Los índices de perseverancia fueron más elevados en el grupo experimental donde fueron introducidas medidas de tutoría individual. El análisis cualitativo muestra que las intervenciones de los tutores de los grupos experimentales fueron bien percibidas y favorecieron los contactos ulteriores entre tutores y estudiantes

show abstract

The student view of tutorial support: Report of a survey of Open University Education students

Cited by 16 publications

References 0 publications

Supportive learning in distance education

Supportive learning in distance education

ELPO ‐‐ a model that uses student feedback to develop effective open tutoring

L’effet du tutorat individuel sur le sentiment d’auto-efficacité et la persévérance en formation à distance

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