Tutorial Support

Overview

Tutorial support in open and distance learning is not simply teaching. In open and distance learning, the majority of the learning takes place when the learner is studying his or her course materials. By definition, in open and distance learning courses, the tutor does not usually have sufficient person to person contact with the learner to allow direct teaching of the majority of the course content. Nevertheless, the role of the tutor in helping the learner to learn is vital.

The use of media other than face-to-face contact and correspondence tuition for learner support is considered in Topic 6, Media for Learner Support.

Source materials for this t opic

Calder, J. Programme evaluation and quality. London: Kogan Page, 1994.

Freeman , R., and J. Meed. How to study effectively. Revised ed. Cambridge: National Extension College, 1991.

Gibbs, B. Teaching students to learn: A student-centred approach. Milton Keynes: Open University, 1981/1991.

Henry, J. Teaching through projects. London: Kogan Page, 1994.

Jenkins, J., and B.N. Koul. Distance education: a review. Cambridge and New Delhi: iec/ignou, 1991.

Kember, D., and D. Murphy. Tutoring distance education courses. Hong Kong: Education Technology Unit, Hong Kong Polytechnic, n.d.

Lewis, R. How to tutor in an open learning scheme. Coventry: Council for Educational Technology, 1981.

Mills, R., and A. Tait. Supporting the learner in open and distance learning. London: Pitman, 1996.

Northedge, A. The good study guide. Milton Keynes: Open University, 1990.

Open University. Open teaching. Milton Keynes: Open University, 1988.

Race, P. The open learning handbook: promoting quality in designing and delivering flexible learning. 2nded. London: Kogan Page, 1994.

Reynolds, M. Groupwork in education and training: ideas in practice. London: Kogan Page, 1994.

Rowntree, D. Preparing materials for open, distance and flexible learning. London: Kogan Page, 1994.

Rowntree, D. Teaching through self-instruction. London: Kogan Page, 1990.

Rowntree, D. Teach yourself with open learning. London: Kogan Page, 1993.

Thorpe, M. Evaluating open and distance learning. Harlow: Longman, 1988.

Venter, M and A. Roman. Tutoring distance education students: A Manual for Contract Lecturers. 2nd ed. Windhoek: University of Namibia, Centre for External Studies, 1995.

The tutor

The varied role of the tutor

The role of the tutor in open and distance learning can be very varied. It generally extends well beyond teaching the subject matter of the course. Indeed, in many cases, the tutor is specifically not expected to try to teach the course content; that is left to the course writers to do through the course materials.

In different systems, the role of the tutor takes on different forms. While some systems have designated counsellors, tutors, mentors, and learner support administrative contacts, in other systems the post of tutor–counsellor or personal tutor may be expected to fulfil all of these functions. Whatever the case, the tutor generally represents one of the most crucial contact points (probably the most crucial one) between the learner and the institution.

The tasks of a tutor in one open and distance learning programme (the Guyana Inservice Distance Education programme, or guide), as identified by the tutors themselves, include:

     helping learners to develop study skills;

     evaluating and assess learners, and also the programme;

     listening to learner problems (offer solutions and referrals);

     marking, commenting, and advising on tutor marked assignments (tutor-marked assignment) ;

     discussing strengths and weaknesses (offering advice and guidance);

     liaising with mentor;

     helping learners master concepts;

     keeping records such as attendance, feedback, test results, journals, and logs; passing on information;

     helping learners to learn to become good teachers;

     organising tutorials;

     encouraging promptness, organisation, planning work, and studying;

     giving feedback to regional co-ordinator, headquarters, and learners;

     motivating learners;

     acting as ombudsman;

     encouraging learners’ confidence in the learner support team; and

     creating and maintaining good tutor–learner relationships.

Tutoring models

While engaged in the process of dealing with the course’s academic content, the tutor may fulfil one of several roles, depending on the design and nature of the course, how the tutor perceives himself or herself in relation to the learners, and the tutor’s views of the teaching and learning process. Four different models of the role of the tutor are as follows.

    Tutor as expert: The tutor seeks to explain the course content and to act remedially if the learner has not understood.

    Tutor as facilitator: The tutor guides the learner in his or her studies in an enabling way without seeking to teach or explain directly.

    Tutor as a reflective practitioner: The tutor explores with the learner, without presuming to possess superior knowledge in relation to the learner.

    Tutor as assessor: The tutor’s relationship with the learner is seen primarily as that of an examiner or tester of the learner and what he or she has learned.

Different learners, learning traditions, and cultures will have different views about the most appropriate balance to be struck among these models of the tutor. It is generally accepted that in open and distance learning learners should be in control of their experiences and take control of their learning wherever possible. Accordingly, the tutor should neither be overly directive nor try to be the source of all knowledge.

Very often, the job of marking assignments and examinations and the role of tutor fall to the same person. In other situations, the role of assessor is seen as primary. However, if the tutor were to perform the broader role of the facilitator or reflective practitioner in helping nurture the learner’s learning experience, learners would benefit more fully.

The functions of tutor-marked assignments

The function of tutor-marked assignments can also be one of teaching and learning far beyond the confines of testing, as will be discussed below.

The assignment turnaround process

Typical systems for tutor-marked assignments

Tutor-marked assignments provide a common means of conducting formative assessment of learners in open and distance learning programmes. Typically, the learner completes part of the course, writes an assignment based on this section, and sends the assignment to the tutor. The tutor then marks the tutor-marked assignment, provides some feedback comments, and returns the comments to the learner. The tutor and the institution’s administration typically keep a copy of the marks and sometimes of the feedback comments in the learner’s file, to provide a record of the learner’s progress and achievement.

Ineffective regimes for tutor-marked assignments

‘Tutor-marked assignment turnaround’, which is the time it takes to return an assignment to the learner, is one of the least well performed features of open and distance learning programmes. One aspect of this problem is often administrative:

      slow or unreliable postal or other delivery systems;

      lack of clerical capacity within the institution to process and record large quantities of tutor-marked assignments promptly; and

      the tendency on occasion for assignments to pile up in academics’ offices waiting to be marked.

Another part of the problem may be that neither learners nor their tutors fully appreciate the potential value of engaging in a smoothly running and diligently conducted assignment submission and feedback system.

Effective regimes for tutor-marked assignments

In order for tutor-marked assignments to help learners in their learning it is important that:

     the learner, tutor, and administrators involved all have a shared understanding of the procedure and value of the tutor-marked assignment process;

     tutor-marked assignments are well designed, relevant to the course, and engage the learner in useful learning activity of some kind, whether it be analysis and essay writing or carrying out a practical task;

     learners have or are able to acquire the information, skills, and other resources needed to complete the tutor-marked assignment;

     the tutor-marked assignments are transmitted securely, whether by post or other means;

     they are marked quickly and reliably;

     they are returned to the learner with feedback with the minimum of delay;

     the tutor writes full and helpful feedback comments, not just a mark;

     the marks and any other significant points are recorded reliably and used as a basis for assessment of the learner; and

     the tutor uses the tutor-marked assignment interactions with the learner as an opportunity to develop a personal (professional) relationship: providing a ‘human face’ to the institution, making the learner feel individually recognised and valued, and raising the learner’s morale.

How assignments can help learners to learn

Assignments can be a powerful tool in helping distance learners to succeed in their studies, and serve a number of purposes. Some of these are the following:

     measuring learning against objectives;

      checking that material has been understood and covered;

      providing reinforcement of success;

      enabling diagnosis early on of weak point;

      providing learner the opportunity to apply new learning;

      developing a personal tutor–learner link;

      facilitating learner’s learning by making him or her an active learner;

      providing feedback to the learner on his or her performance;

      identifying learners’ strong and weak points;

      providing opportunity for remedial help;

      providing opportunity for individual study;

      providing an incentive mechanism for progressive improvement;

      helping tutor–marker to plan for face-to-face sessions;

      providing opportunity to demonstrate new learning;

      helping learners prepare for exams;

      suggesting where learner should focus further study;

      providing a basis for regular dialogue between learner and tutor;

      providing deadlines and set intermediate learning objectives;

      maintaining and developing learners’ commitment;

      guiding learners’ study of the course materials;

      alerting the tutor to any problems the learner is having; and

      alerting course writers to units learners found difficult and where extra help is needed.

Tools in the ‘assignment toolkit’

Various components make up the tutor’s ‘tutor-marked assignment toolkit’ and can be used in combination to good effect. Typical components include the following:

      questions;

      model answers;

      marking criteria;

      feedback comments;

      assessment comments; and

      records of the individual learner’s past performance.

Feedback on tutor-marked assignments

For tutor-marked assignments to help the learner, one of the most important factors is the quality of the feedback comments the tutor provides. The learner will gain very little from merely receiving a grade or a short, automatic, and discouraging comment such as ‘You must work harder!’

Helpful and unhelpful feedback

Feedback can be helpful or unhelpful. Helpful feedback encourages the learner to proceed even if he or she has not done very well in the assignment just completed. Unhelpful feedback, on the other hand, may discourage the learner to the extent that he or she wants to drop out of the course. Unhelpful feedback also lowers the learner’s sense of self worth, causing the learner to view of himself or herself as someone not capable of learning. This self-concept is extremely damaging and counter-productive, and is not justifiable.

The first task in getting tutors to provide helpful feedback is to persuade them of its value. The second task is to create the possibility for them to provide helpful feedback, by means of training, systems, materials, arranging realistic schedules and workload, and by continually motivating them to improve their skills.

Following are some characteristics of helpful and unhelpful feedback.

Helpful feedback

Helpful feedback does the following:

      establishes rapport between tutor and learner by

providing a sense of belonging; and

being facilitative and personal;

      links the learner’s previous and future learning by

fitting the level of the learner;

encouraging the learner to review the course material; and

leading the learner to further consideration of the issues raised;

      encourages a deep approach to learning by

promoting dialogue;

acknowledging the learner’s ideas;

commenting on relevance;

being open to further discussion; and

suggesting ways to improve study techniques;

      provides complete and accurate information by

being prompt;

being clear;

explaining the grade awarded;

fitting the grade awarded; and

being precise on where errors lie and improvement is needed

Unhelpful feedback

Unhelpful feedback does the following:

      suggests the tutor sees the learner as a failure by

being aggressive or intimidating;

providing a negative start;

being automatic rather than personal; and

discouraging rather than encouraging;

      offers inadequate information to the student by

being late;

being careless and inaccurate;

not being specific or clear;

being too short;

providing no suggestions for improving; and

not indicating any follow-up.

Guidelines for feedback from assignments

First assignment

Tutors should do the following when marking the first assignment:

     respond quickly;

     offer praise and recognise effort;

     refrain from being too critical;

     emphasise the next assignment (for example, “Remember to answer the next assignment in full sentences”); and

     establish a personal link.

Every assignment

Tutors should do the following with every assignment:

     start with personal tag;

     first, praise and identify the good;

     then, point out where and how the learner needs to improve;

     finish comments with upbeat, positive, and encouraging words; and

     close with a reference to the next assignment (for example, “Looking forward to your next assignment ...”).

Face-to-face tutoring

Reasons to provide face-to-face tutoring

Face-to-face tuition is seen as a key part of many open and distance learning courses. Where possible, it is common to include a component of face-to-face tuition, even if infrequently.

Some of the justifications for including face-to-face tuition in open and distance learning courses are that it:

     may help counteract feelings of isolation;

     enables learners to look at common problems together;

     boosts confidence and morale;

     provides opportunities for individual attention from the tutor, to clarify points and help learners with problems that would be difficult to deal with by correspondence or (if available) by telephone;

     provides opportunity for two-way communication with immediate response;

     helps to personalise learning, as tutor and learners come to know one another;

     may create a positive learning atmosphere and attitudes;

     provides opportunities for tutors and administrators to give instructions on studying and other issues;

     may be the best opportunity to conduct practical activities requiring groups or apparatus;

     fulfils learners’ expectations;

     lets learners see others have the same problems as they do;

     reassures learners;

     may help refocus study and identify priorities;

     acts as a pacing mechanism by setting targets and imposing regularity;

     may be a catalyst and motivator; and

     provides an opportunity to articulate and present ideas.

Reasons to limit face-to-face tutoring

There are also reasons to minimise face-to-face tuition in open and distance learning programmes. Indeed, very often the reason that an open and distance learning programme has been developed is because problems are associated with bringing the learners together in one place to learn together, face to face with a tutor.

Some of the limiting factors associated with face-to-face tuition are that:

     it can be expensive, for the organisation and for the learners;

     unlike using printed materials or radio broadcasts, it does not offer economies of scale with larger numbers of learners;

     sufficient tutors may not be available;

     tutors may be under-qualified, so open and distance learning materials can teach better;

     distance, time, or other commitments or constraints often make it difficult for learners to come together to study; and

     it may not encourage the kind of self-reliant learning which educators wish to encourage learners to develop.

Face-to-face tutoring activities

Activities undertaken at face-to-face tutorials may include:

     practising skills;

     exchanging ideas;

     setting agendas for study, work, or application of current study material in the forthcoming period;

     demonstrating lessons, micro teaching, or role plays;

     providing access to study centre facilities; and

     exchanging records, materials, and administrative information.

Styles of face-to-face tutoring

Face-to-face tuition may be:

      didactic;

      explicative;

      remedial; or

      facilitative.

According to where the tutorial group operates on the continuum between the two extremes of wholly didactic and wholly facilitative, the tuition will have varying degrees of:

      interaction;

      independence;

      learner centredness;

      learner control;

      focus on process and skills; and

      focus on course content.

Activities in facilitative face-to-face tutoring

In carrying out a facilitative face-to-face tutorial session, a tutor might engage in a range of activities, such as the following:

      make advance arrangements;

      ‘break the ice’;

      encourage participation;

      lead or manage the discussion;

      set the focus (in context);

      review learners’ contributions;

      use group activities such as

snowballing (an activity following through in phases from individuals, to pairs, to groups, to plenary); and

jigsaw tasks (where contributions from different participants are put together to create a whole);

      use techniques such as

hands-on, practical tasks; and

projects, with reporting;

      help with problems identified

from assignments;

from a mentor; and

from observation;

     mediate key parts of course modules (moving into explicative or remedial modes as appropriate);

     direct learners to tasks designed to enable them to learn from the modules (operating in facilitative mode);

     give preparatory advice on tutor-marked assignments;

     provide supplementary inputs through special guests or audio or printed material; and

     structure the sessions.

Practice exercise

Giving feedback

Instructions: For this exercise you will need copies of a completed assignment, enough to provide a copy to each participant. Preferably the sample assignment should not be too long or complex and should deal with a topic that is familiar to your participants. Make sure to remove any evidence from the assignment of its author, and to get permission from the school or department to use it in this way.

Ask participants to mark this assignment and to provide feedback, in writing, according to the guidelines set out in the assignment, and in line with the guidelines for helpful feedback set out in this Topic. Then ask them to exchange their marking and feedback with a partner, and to discuss with their partner their thoughts on the way their partner approached the task, and what problems they encountered.

Close the exercise with a general discussion of the challenges of providing helpful feedback, drawing on both participants’ experiences with this task, and their experience more broadly.

Timeframe: You might wish to give the ‘marking’ task as an overnight assignment. Paired discussions will take approximately half an hour, allowing time for each partner to read the other’s work. General discussion is likely to take at least fifteen minutes.

Materials required: Copies of a completed assignment, as above.