Tutors’ Forum: engaging distributed communities of practice

Abstract

The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging, and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in "communities" of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multilocation teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality learning experience for students and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro-practice called the "Tutors" Forum". Drawing on data collected through a survey and interviews conducted over 2006 / 07, we discuss the benefits and critical success factors of the Tutors" Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership which fosters an inclusive, dialogic space where the patterns of interaction are characterized by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector. Tutors' Forum: Engaging Distributed Communities of Practice AbstractThe need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging, and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in "communities" of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi-location teaching. We examine strategies for engaging multi-location teachers as key contributors to a quality learning experience for students and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro-practice called the "Tutors" Forum". Drawing on data collected through a survey and interviews conducted over 2006 / 07, we discuss the benefits and critical success factors of the Tutors" Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership which fosters an inclusive, dialogic space where the patterns of interaction are characterized by reciprocity, collegiality and professional care. We dis...

Lecturers’ Role in Tutor Development from an Activity Theory Perspective

“…Another knot was tied when the lecturer and tutor kept in contact via email communication. (Beaumont, Stirling & Percy (2009) report that despite the advances in technology, email is the major form of communication between tutors and lecturers).…”

Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

“…Studies by Dixon et al (2008) and Beaumont et al (2009) suggest the success of collaborative exercises depends largely on the online instructor's effectiveness in communicating expectations. Studies by Beaudoin (2013) and Lee (2012) suggest that online discourse can present barriers to students' participation in discussions, which can inhibit students' interactions even when using synchronous technologies that emulate classroom learning (Lee, 2012;Nortvig, 2013).…”

“…Lack of high-speed Internet connectivity, online skills and familiarity with technology, as well as technical difficulties, are common challenges for e-learning students (Beaumont et al, 2009;Cradduck, 2012;Guo et al, 2014;Higgins & Harreveld, 2013;Nortvig, 2013;Reiach et al, 2012). Previous studies have found that online students report feelings of isolation due to distance, the disjointed nature of these programs (Beaumont et al, 2009;Higgins & Harreveld, 2011) and inadequate online communication between instructors and students (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2011;Skramstad et al, 2012).…”

“…Effective communication between all parties is crucial to building learning communities, collaborative opportunities, coursework delivery and the overall success of learning (Beaumont, Stirling, & Percy, 2009;Makri et al, 2014). Studies by Dixon et al (2008) and Beaumont et al (2009) suggest the success of collaborative exercises depends largely on the online instructor's effectiveness in communicating expectations.…”

“…However, online instructors face constant, competing demands due to the additional work of online learning, such as the preparation, planning, and delivery of these courses, and the support required when teaching in multi-locations (Lefoe, Gunn, & Hedberg, 2002), each of which universities often fail to recognize (Beaumont et al, 2009). …”